Polar Regions
by Patty Gray and Lorraine Highsmith
2nd Grade
IDEA PAGES
I. UNIT THEME: The Polar Regions are unique habitats that play an important role in the
Earth’s climate.



The living things in these regions have similar needs.
Polar animals have unique adaptations that allow them to survive in their
environment.
The destruction of these regions has a major effect on the climate around the
world.
II. FOCUS AND MOTIVATION STRATEGIES

Super Scientist Awards

Observation Charts of habitats

Big Book

Inquiry chart: What do we know about the North Pole and the South Pole? What do
we want to know?

Poetry and chants

Exploration Report: Which polar photo is most scientific? Why?
III. CLOSURE
 Process all charts
 Team informative paragraph – polar animal
 Team presentations
 Individual portfolios on regions with three writing samples (informative, friendly
letter, and poem)
 Teacher made post test
IV. CONCEPTS: Life, Earth and Environmental Sciences
 All life forms use specialized structures and similar processes to meet life’s needs.
 Life forms are diverse.
 Plants, animals and humans respond to internal and external influences.
 Because of their locations, the polar habitats are very different from other
habitats.
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
Ecosystems display patterns of organization, are stable and rely on the responsible
use of our resources.
SCIENCE STANDARDS – GRADE 2
LIFE SCIENCE
6.0 Structure and Function: Students understand that all life forms, at all levels of
organization, use specialized structures and similar processes to meet life’s needs.
6.2.1 Investigate and describe how living things grow and change.
6.2.2 Distinguish living from non-living things using established criteria.
6.2.3 Investigate and describe what animals require to survive.
8.0 Heredity and Diversity: Students understand that life forms are diverse, and that they
pass some characteristics to their offspring.
8.2.1 Investigate and describe how particular animals have offspring that are the
same kind of animal.
8.2.2 Investigate and describe how some living things look alike and others do not.
EARTH AND SPACE SCIENCES
11.0 Earth Models: Students understand that the Earth may be represented by a variety of
maps and models.
11.2.2 Locate North and South Poles on a globe.
12.0 Earth History: Students understand that Earth systems change or vary.
12.2.1 Investigate and describe how changes happen to many things on Earth.
ENVIRONMENTAL SCIENCES
15.0 Ecosystems: Students will demonstrate an understanding that ecosystems display
patterns of organization, change, and stability as a result of the interactions and
interdependencies among the life forms and the physical components of the Earth.
15.2.1 Investigate and describe the roles of plants as producers and animals as
consumers, and how living things may depend on each other.
15.2.2 Investigate and describe how animals eat plants and other animals for food and
may also use plants or even other animals for shelter and nesting.
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17.0 Conservation: Students understand that humans have the unique ability to change
personal and societal behavior based on ethical considerations regarding other organisms,
the planet as a whole, and future generations.
17.2.1 Identify places where people and animals live in different places in different
ways.
17.2.2 Describe how daily some things change and other things stay the same.
21.0 Scientific Values and Attitudes: Students understand that science is an active process
of systematically examining the natural world.
21.2.1 Make observations and give descriptions using words, numbers and drawing.
22.0 Communication Skills: Students understand that a variety of communication methods
can be used to share scientific information.
22.2.1 Follow verbal instructions accurately.
22.2.2 Produce simple pictographs and describe observations.
22.2.3 Cooperate and contribute ideas within a group.
IV.
SOCIAL STUDIES/GEOGRAPHY STANDARDS – Grade 2
4.0
The World in Spatial Terms: Students use maps, globes, and other geographic tools
and technologies to locate and derive information about people, places and
environments.
1.2.1 Identify the map titles and map symbols on a variety of maps.
1.2.2 Describe what a map or globe represents.
1.2.3 Recognize geographic information from maps, globes, photographs and graphs.
1.2.7 Identify and locate land and water on a map or globe, using the terms continent
and ocean.
2.0
Places and Regions: Students understand the physical and human features and
cultural characteristics of places and use this information to define and study regions
and their patterns of change.
2.2.1 Identify basic types of landforms and bodies of water, such as mountains,
valleys, islands, lakes, and rivers.
3.0
Physical Systems: Students understand how physical processes shape Earth’s surface
patterns and ecosystems.
3.2.3 Identify some basic elements of a simple ecosystem, such as plants and animals.
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4.0
Human Systems: Students understand how economic, political, and cultural processes
interact to shape patterns of human migration and settlement, influence and
interdependence, and conflict and cooperation.
4.2.9 Identify places where cooperation and conflict take place.
7.0
Geographic Skills: Students ask and answer geographic questions by acquiring,
organizing, and analyzing geographic information.
7.2.1 Ask questions about location.
7.2.2 Gather geographic information from books and pictures.
7.2.3 Make simple lists and graphs and arrange visual materials to display geographic
information.
V.
SOCIAL STUDIES/CIVICS – Grade 2
1.0
Rules and Law: Students know why society needs rules, laws and governments.
1.2.1 Identify and follow classroom and school rules that guide behavior and establish
order to accomplish tasks.
1.2.4 Participate in class decision making.
VI.
VII.
VOCABULARY
permafrost
continental
continent
adapted
adaptation
blubber
chemical
insulate
indigenous
migrate
extinction
endangered
baleen
Arctic
Antarctic
camouflage
extreme
hibernate
frigid
scarce
carnivore
toothed
sub-Arctic
mammal
marine mammals
marine
herbivores
regions
zooplankton
natural resources Inuit
predator
rookery
ENGLISH/LANGUAGE ARTS STANDARDS –Grade 2
READING
1.0
Students know and use word analysis skills and strategies to comprehend new words
encountered in text.
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1.2.1 Use knowledge of high-frequency words to read text aloud with fluency,
accuracy, and expression.
1.2.2 Use knowledge of phonics and structural elements (e.g., syllables, basic prefixes,
roots and suffixes) to decode unfamiliar words of one or more syllables in context to
make meaning.
1.2.3 Identify the meanings of common prefixes, suffixes, and abbreviated words in
context, and use context clues to determine word meanings.
1.2.4 Identify and use knowledge of spelling patterns such as special vowel spellings
when reading; apply knowledge of basic syllabication rules when reading.
1.2.5 Identify and use knowledge of synonyms, antonyms homophones, and homographs
to expand vocabulary and understand text.
1.2.6 Apply newly acquired vocabulary with attention to specialized words common to
content areas.
2.0
Students use reading process skills and strategies to build comprehension.
2.2.1 Identify pre-reading strategies that aid comprehension such as accessing prior
knowledge, predicting, previewing, drawing conclusions, locating known and unknown
words, and setting a purpose.
2.2.2 Identify self-correcting strategies such as self-questioning, self-monitoring,
cross-checking, reading ahead, and rereading.
2.2.3 Restate facts in order to formulate the main idea of the text.
2.2.4 Retell the main idea of text and form simple generalizations.
3.0
Students read to comprehend, interpret, and evaluate literature from a variety of
authors, cultures and times.
3.2.1 Analyze simple elements of a story, such as settings, characters, and plot (e.g.,
restate the logical and sequential development of a story and generate alternative
endings to stories.) answering literal, inferential, and interpretive questions.
3.2.2. Make basic inferences about character traits and predict story outcomes.
3.2.3 Compare and contrast different versions of the same stories from different
cultures and eras.
3.2.5 Compare rhythm, rhyme, and alliteration in poetry.
3.2.7 Distinguish between poetry and prose, and between realism and fantasy.
4.0
Students read to comprehend, interpret, and evaluate informational texts for
specific purposes.
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4.2.1 Locate table of contents, index, and chapter headings; interpret information
from diagrams, charts, graphs, maps, and glossaries.
4.2.2 Identify and explaining cause and effect, fact and opinion, and determine the
main idea of a passage.
4.2.3 Ask questions to gain understanding of important information in a text.
4.2.6 Read and follow simple directions to perform a task.
WRITING
5.0
Students write a variety of text that inform, persuade, describe, evaluate, or tell a
story and are appropriate to purpose and audience.
5.2.1 Use at least two sources to write an informative paper.
5.2.3 Write stories and poems.
5.2.4 Write responses to literature.
6.0
Students write with a clear focus and logical development, evaluating, revising, and
editing for organization, style, tone and word choice.
6.2.1 Generate possible ideas for writing by recalling experiences, talking, drawing,
brainstorming, reading a literary work, and hearing stories.
6.2.2 Organize ideas through activities such as listing and clustering.
6.2.3 Write stories or other compositions such as a personal narrative, poetry, and
writing in content areas.
6.2.4 Revise writing for detail and clarity.
6.2.5 Edit, with teacher assistance, for correct word usage.
6.2.6 Produce writing for given audiences and purposes.
6.2.7 Share writing with others and listen to responses.
7.0
Students write using standard English grammar, usage, punctuation, capitalization,
and spelling.
7.2.1 Use nouns, verbs, pronouns, adjectives, and adverbs in writing.
7.2.2 Identify complete and incomplete sentences in writing.
7.2.3 Use commas with dates, and words in a series, and in the salutation and closure
of a letter; use end punctuation, contractions, and possessives correctly.
7.2.4 Capitalize first word of a sentence, proper nouns, and initials.
7.2.5 Use correct spelling of words containing short, long, and r-controlled vowels,
blends, digraphs, and irregular words.
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7.2.6 Create readable compositions that are legible.
LISTENING AND SPEAKING
8.0
Students listen to and evaluate oral communications for content, style, speaker’s
purpose, and audience appropriateness.
8.2.1 Determine the purpose(s) for listening, such as to obtain information, to solve
problems, or for enjoyment.
8.2.2 Attend and respond to public presentations and a variety of media.
8.2.4 Follow two-step spoken directions to complete a task.
9.0
Students speak using organization, style, tone, voice, and media aids appropriate to
audience and purpose.
9.2.1 Select and use specific vocabulary to communicate ideas.
9.2.2 Speak clearly at an understandable pace.
9.2.3 Make oral presentations that maintain a clear focus.
9.2.4 Recount experiences and tell stories that move through a logical sequence of
events, and include character and setting.
9.2.5 Give clear directions to complete a simple task.
10.0
Students participate in discussions to offer information, clarify ideas, and support a
position.
10.2.1 Demonstrate turn-taking and attentiveness in conversations and group
discussions.
10.2.2 Ask and answer questions to gather and provide information.
10.2.3 Present ideas and information in groups.
RESEARCH
11.0
Formulate research questions, use a variety of sources to obtain information, weigh
the evidence, draw valid conclusions, and present findings.
11.2.1 Formulate questions to explore areas of interest.
11.2.2 Locate and use information from reference materials and technology.
11.2.5 Share research findings using various media.
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ESL PERFORMANCE STANDARDS
READING
1.0
Students know and use word analysis skills and strategies to comprehend new
words encountered in text in English.
Non-English Proficient – Level One
1.1
Use knowledge of high frequency words to read text aloud with fluency,
accuracy, and expression.
1.2
Use phonics to decode words in context by blending sound units.
1.3
Identify simple prefixes, common suffixes, and abbreviated words in context.
1.4
Use knowledge of simple spelling patterns, blends, and digraphs when reading;
apply basic knowledge of alphabetical order.
1.5
Identify synonyms and antonyms in context.
1.6
Use prior knowledge/context clues for vocabulary.
Limited English Proficient - Level Two
1.1
Read texts aloud with fluency, accuracy and appropriate intonation and
expressions; read high frequency words to build fluency.
1.2
Use knowledge of phonics and structural elements to decode unfamiliar words
of one or more syllables in context to make meaning.
1.3
Identify the meanings of simple prefixes, common suffixes, and abbreviated
words in context, and use context clues to determine word meanings.
1.4
Identify and use knowledge of spelling patterns, such as diphthongs and special
vowel spellings when reading; apply knowledge of basic syllabication rules when
reading.
1.5
Identify and use knowledge of synonyms, antonyms, homophones, and
homographs to understand text.
1.6
Use context clues to determine word meaning.
Fully English Proficient – Level Three
1.2
Use knowledge of prefixes, suffixes, roots or base words to determine the
meaning of words in context and recognize and use inflectional endings such as
s, es, ed, ing, ly, est, and er, understanding that meaning may change with
ending.
1.3
Use dictionaries and glossaries to determine the meanings and other features
of unknown words.
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1.5
Use knowledge of synonyms, antonyms, homophones, and homographs to expand
vocabulary.
1.6
Use dictionaries and glossaries to determine the meanings and other features
of unknown words.
2.0
Students use reading process skills and strategies to build comprehension in
English.
Non-English Proficient – Level One
2.1
Use, with teacher assistance, pre-reading strategies that aid comprehension
such as accessing prior knowledge, predicting, previewing, and setting the
purpose.
2.2
Use, with teacher assistance, the three cueing systems, self-monitoring,
cross checking, and self-correcting strategies such as rereading, substituting,
and reading on.
2.3
Demonstrate reading skills that contribute to comprehension including recalling
details of the text while reading, drawing conclusions, and distinguishing
between realism and fantasy.
2.4
Retell details of text including central ideas in English.
2.5
Demonstrate directionality by tracking print from left to right knowing
concept of word and using return sweep.
Limited English Proficient – Level Two
2.1
Identify pre-reading strategies that aid in comprehension such as accessing
prior knowledge, predicting, previewing, drawing conclusions, locating known and
unknown words and setting a purpose.
2.2
Identify self-correcting strategies such as self questioning, self-monitoring,
cross checking, reading ahead and rereading.
2.3
Restate facts and details in order to recall the main idea of the text while
reading.
2.4
Retell the main idea of text and form simple generalizations in English.
2.5
Adjust reading to suit difficulty of text.
Fully English Proficient – Level Three
2.1
Use pre-reading strategies such as accessing prior knowledge (schema),
predicting, previewing, and setting a purpose to make reasonable predictions
and to improve comprehension.
2.2
Use self-correcting strategies such as self questioning; reading ahead and then
rereading a word, phrase or sentence, and rereading to gain meaning from text.
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2.3
Recall essential points in text while reading; make and revise predictions about
coming information.
2.4
Restate facts and details in text to share information, distinguishes main idea,
and organizes ideas in English.
2.5
Adjust reading to suit difficulty of text.
3.0
Students read to comprehend, interpret, and evaluate literature from a
variety of authors, cultures, and times.
Non-English Proficient - Level One
3.1
Identify characters, setting, and sequence of events in English.
3.2
Listen to and read stories from different cultures and eras in English.
3.3
Read and identify poetry and prose in English.
3.4
Identify rhythm, rhyme and alliteration in English.
3.5
Compare and contrast different versions of the same stories from different
cultures and eras, recognizing diversity through a variety of literature.
Limited English Proficient – Level Two
3.1
Analyze simple elements of a story such as settings, characters and plot,
answering literal, inferential, and interpretive questions in English.
3.3
Compare and contrast stories from different cultures and eras in English.
3.4
Make inferences/interpretations about characters.
3.5
Compare rhythm, rhyme, and alliteration in poetry in English.
3.6
Compare and contrast different versions of the same stories from different
cultures and eras, recognizing diversity through a variety of literature.
3.7
Read, listen to and identify a variety of genres such as stories, plays, poetry,
and nonfiction selections.
Fully English Proficient – Level Three
3.1
Compare and contrast plots, settings, and characters in a variety of works and
by a variety of authors in English.
3.2
Identify and compare themes or messages in reading selections.
3.3
Make inferences about characters.
3.4
Identify simile, metaphor, onomatopoeia, and hyperbole.
3.5
Compare and contrast plots, settings, characters, and points of view in a
variety of works, and by a variety of authors from different cultures and
times.
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3.7
Read, listen to and identify a variety of genres such as stories, plays, poetry,
and nonfiction selections.
4.0
Students read to comprehend, interpret, and evaluate informational texts in
English for specific purposes.
Non-English Proficient – Level One
4.1
Locate and use titles, pictures and names of authors and illustrators to obtain
information.
4.2
Identify cause and effect and main ideas in English.
4.3
Use text to answer questions in English.
4.4
Read and follow a simple direction to perform a task in English.
Limited English Proficient – Level Two
4.1
Locate table of contents, index, and chapter headings; interpret information
from diagrams, charts, maps, graphs, and glossaries in English.
4.2
Identify and explain cause and effect, fact and opinion, and determine the
main idea of a passage in English.
4.3
Ask questions to gain understanding of important information in a text in
English.
4.4
Read and follow simple directions to perform a task in English.
Fully English Proficient – Level Three
4.1
Distinguish essential information from titles, tables of contents, chapter
headings, glossaries, indexes, diagrams, charts, maps, and diagrams/map keys
to locate information in texts for specific purposes.
4.2
Distinguish between cause and effect, fact and opinion, and main idea and
supporting details in texts in English.
4.3
Ask questions and support answers by connecting prior knowledge with literal
and inferential information in text in English.
4.4
Read and follow three and four step directions to complete a simple task in
English.
WRITING
5.0
Students write a variety of texts that inform, persuade, describe, evaluate or
tell a story in English, appropriate to purpose and audience.
Non-English Proficient – Level One
5.1
Use a source to write a simple informative paper in English.
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5.2
Write friendly notes in English.
5.3
Write stories in English.
5.4
Write responses to literature with teacher’s help in English.
Limited English Proficient – Level Two
5.1
Use two sources to write an informative paper in English.
5.2
Write friendly letters in English.
5.3
Write stories and poems in English.
5.4
Write responses to literature in English.
Fully English Proficient – Level Three
5.1
Use at least three sources to write an informative paper in English.
5.2
Write friendly letters, formal letters, thank you letters, and invitations that
address audience concerns, stated purpose, and context and that include the
date, proper salutation, body, closing, signature; correctly addresses envelopes
in English.
5.3
Write a personal narrative and/or fictional story that moves through logical
sequence of events, provides insight into why the incident is notable, and
includes details to develop the plot in English.
5.4
Write responses to literature and experiences, making connections with
personal life when possible in English.
6.0
Students write with a clear focus and logical development, evaluating, revising,
and editing for organization, style, tone, and word choice.
Non-English Proficient – Level One
6.1
Generate and select with teacher assistance, ideas for writing from a variety
of sources in English.
6.2
Organize and sequence ideas with teacher assistance, through drawing and
discussing in English.
6.3
Write across the curriculum with teacher assistance, stories and other
compositions such as personal narratives, journal entries, friendly letters, and poems
in English.
6.4
Revise writing with teacher assistance, to include details in English.
6.5
Edit with teacher assistance, for correct word usage in English.
6.6
Identify an audience for writing in English.
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6.7
Read and share writing with others; respond with teacher assistance to the
writing of others in English.
Limited Proficient English – Level Two
6.1
Generate possible ideas for future writing by recalling experiences, talking,
drawing, brainstorming, reading a literary work, and hearing stories in English.
6.2
Organize ideas through activities such as listing, webbing, and clustering in
English.
6.3
Write stories or other compositions such as personal narratives, poems, and
writings in content areas in English.
6.4
Revise writing for detail and clarity in English.
6.5
Edit with teacher assistance, for correct word usage and conventions in
English.
6.6
Produce writing for given audiences and purposes in English.
6.7
Share writing with others and listen to responses in English.
Fully English Proficient – Level Three
6.1
Generate possible ideas for future writing through group activities such as
brainstorming and discussions in English.
6.2
Organize ideas through activities such as sequencing and classifying in English.
6.3
Write simple compositions that address a single topic and include supporting
sentences that use concrete sensory details of people, places, things, or experiences
in English.
6.4
Revise drafts, using an established rubric, to improve the coherence and logical
progression of ideas with attention to introductions, transitions, and conclusions.
6.5
Edit for use of standard English.
6.6
Produce writing with voice for given audiences in English.
6.7
Share writing with others, listen to responses, and make revisions to drafts
based upon reader responses before publishing.
7.0
Students write using standard English grammar, usage, punctuation, capitalization,
and spelling.
Non-English Proficient – Level One
7.1
Use nouns, verbs, and pronouns in writing.
7.2
Write complete sentences in English.
7.3
Use end punctuation; identify contractions and possessives in English.
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7.4
Capitalize names, months, days of the week, and words at the beginning of
sentences in English.
7.5
Use correct spelling of CVC words and frequently used words in English.
7.6
Print legibly using left to right, top to bottom directionality and correct
spacing between letters and words.
Limited Proficient English – Level Two
7.1
Use nouns, verbs, pronouns, adjectives, and adverbs in writing.
7.2
Identify complete and incomplete sentences in writing and English.
7.3
Use correct punctuation, contractions, and possessives in sentences in English.
7.4
Capitalize first word of a sentence, proper nouns, and initials in English.
7.5
Demonstrate conventional spelling in English.
7.6
Create readable compositions that are legible.
Fully English Proficient – Level Three
7.1
Identify and correctly use subject/verb agreement and past, present, and
future verb tenses in writing simple sentences.
7.2
Demonstrate understanding of and write complete declarative, interrogative,
imperative, and exclamatory sentences in English.
7.3
Use quotation marks in a dialogue; punctuate cities and states, dates, and titles
of books.
7.4
Use rules of capitalization in English.
7.5
Use correct spelling of frequently used words in writing and containing affixes,
contractions, compounds, common homophones, and words necessary to topic in
English.
7.6
Use cursive writing, create readable and legible compositions, adhering to
margins and correct spacing between letters in words, and words in sentences.
LISTENING AND SPEAKING
8.0
Students listen to and evaluate oral communications for content, style, speaker’s
purpose and audience appropriateness.
Non-English Proficient – Level One
8.1 Identify purposes for listening such as to obtain information, to solve problems,
or for enjoyment in English.
8.2
Attend and respond to presentations in English.
8.3
Listen to a variety of dialects in English.
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8.4
Follow simple directions to complete a task in English.
Limited English Proficient – Level Two
8.1
Determine the purpose(s) for listening, such as to obtain information, to solve
problems or for enjoyment in English.
8.2
Attend and respond to public presentations and a variety of media in English.
8.3
Distinguish among different dialects in English.
8.4
Follow two-step oral directions to complete a task in English.
Fully English Proficient – Level Three
8.1
Retell by paraphrasing and summarizing to explain what has been said by a
speaker in English.
8.2
Listen to connect prior experiences, insights, and ideas to the message of a
speaker to formulate thoughtful questions and statements in English.
8.3
Identify language and sayings that reflect regions and cultures in English.
8.4
Follow three and four-step directions in sequence to complete a simple task in
English.
9.0
Students speak English using organization, style, tone, voice, and media aids
appropriate to audience and purpose.
Non-English Proficient – Level One
9.1
Use varied vocabulary to communicate ideas in English.
9.2
Speak clearly in an understandable pace in English.
9.3
Present ideas and ask questions in English in small and large groups.
9.4
Recount experiences and retell stories in sequence in English.
9.5
Give clear directions to complete a simple task in English.
Limited English Proficient – Level Two
9.1
Select and use specific vocabulary to communicate ideas in English.
9.2
Speak clearly at an understandable pace in English.
9.3
Make oral presentations that maintain a clear focus in English.
9.4
Recount experiences and tell stories that move through a logical sequence of
events and include character and setting in English.
9.5
Give clear directions to complete a simple task in English.
Fully English Proficient – Level Three
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9.1
Use specific vocabulary and apply Standard English to communicate ideas.
9.2
Use appropriate public speaking techniques such as volume control and eye
contact.
9.3
Present ideas and supporting details in a logical sequence with a beginning,
middle, and ending in English.
9.4
Read aloud and recite prose and poetry with fluency, rhythm, pace, appropriate
intonation, and vocal patterns in English.
9.5
Give clear three and four step directions in sequence to complete a simple task
in English.
10.0 Students participate in discussions to offer information, clarify ideas, and
support a position in English.
Non-English Proficient – Level One
10.1
Demonstrate turn-taking in conversations and group discussions in English.
10.2
Ask and answer questions to gather and provide information in English.
10.3
Share ideas and information in small groups in English.
Limited English Proficient – Level Two
10.1
Demonstrate turn-taking and eye contact in conversations and group
discussions in English.
10.2
Ask and answer questions to gather and provide information in English.
10.3
Present ideas and information in groups in English.
Fully English Proficient – Level Three
10.1
Speak and listen attentively in conversations and group discussions, comparing
points of view other than one’s own in English.
10.2
Ask pertinent questions; respond to questions with relevant details in English.
10.3
Share ideas and information to complete a task in English.
10.4
Distinguish between a speaker’s opinion and a verifiable fact.
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Guidelines for working with English Language Learners
Language Proficiency Levels
NEP
(Non-English Proficient)
PreLAS 1 or 2
LAS Oral - 1 or 2
LAS Reading/Writing -1
LEP
(Limited-English Proficient)
PreLAS - 3
LAS Oral - 3
LAS Reading/Writing - 1 or 2
FEP
(Nearly Fluent English
Proficient)
PreLAS - 4 or 5
LAS Oral - 4 or 5
LAS Reading/Writing - 2 or 3
Beginning and Early
Intermediate
+ minimal comprehension
+ minimal verbal production
+ one/two word responses
Intermediate and Early
Advanced
+ increased comprehension
+ simple sentences
+ some basic errors in speech
Advanced
+ very good comprehension
+ more complex sentences
+ fewer errors in speech
Appropriate Activities
*listen, draw ,name
*point, select, label
*move, choose, group
*mime, act/act out, respond
*match, circle, categorize
*listen, tell/say
Appropriate Activities
*recall, summarize
*retell, categorize
*describe, role-play
*define, restate
*explain, contrast
*compare
Appropriate Activities
*analyze, evaluate
*create, justify
*defend, support
*debate, examine
*predict, hypothesize
Student Responses Include:
• “Yes” or “No” answers
• One word answers
• Two word strings
• Guided responses
• Fill-in-the blank responses
Student Responses Include:
• Three word/short phrases
• Complete sentences
• Dialogues
• Extended narratives
• May write short sentences
Student Responses Include:
• Conversations/discussions
• Complete paragraphs
• Original essays
• Content-related activities
• Complex sentences
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VIII.
Book List:
Ahoy there, little polar bear, by De Beer, Hans. J E DEB
Amazing arctic animals, by Glassman, Jackie.
J 591.7586 GLA
Animal babies in polar lands, by Schofield, Jennifer. J 591.7586 SCH
Animals of the polar regions, by Johnson, Sylvia A. J 599.1758 JOH
Arctic & antarctic, Dorling Kindersley Vision. J VIDEO 591 ARC
Arctic & antarctic, by Taylor, Barbara. J 998 TAY
Arctic and antarctic regions, by Sabin, Francene. J 919.8 SAB
The arctic and the antarctic : what lives there, by Huntington, Lee Pennock. CH 591.9 H
Arctic foxes, by Townsend, Emily Rose. J 599.776 TOW
Arctic tundra and polar deserts, by Woodford, Chris. J 577.586 WOO
Good morning, little polar bear, by Votaw, Carol J.
Ituko : an inuit child, Blackbirch Press
Killer whales and other frozen world wonders, by Pearce, Q. L. J 577.586 PEA
Little penguin's tale, by Wood, Audrey. J E WOO
Little polar bear, by De Beer, Hans. J E DEB
North pole, south pole, by Levinson, Nancy Smiler. J 508.311 LEV
The polar bear son : an inuit tale, by Dabcovich, Lydia. J 398.297 DAB
Polar prowl, Distributed by Columbia Tristar Home Video. J VIDEO 591 POL
Polar animals, by Barrett, Norman J 599.09 BA
Questions and answers about polar animals, by Chinery, Michael. J 591.7586 CHI
Tundra animals, by Butz, Christopher.
What if the polar ice caps melted?, by Friedman, Katherine. J 363.7387 FRI
To the top of the world: adventures with arctic wolves, by Brandenberg, Jim.
IX.
RESOURCES:
http://library.thinkquest.org/3500/
www.enchantedlearning.com
http://www.abcteach.com/directory/theme_units/habitats/
http://www.nationalgeographic.com/geographyaction/habitats/educators.html
http://school.discovery.com/lessonplans/programs/habitats/
http://www.everythingesl.net/lessons/habitats.php
http://www.mapsofworld.com/thematic-maps/
http://www.saskschools.ca/~gregory/arctic/Awildlife.html
http://en.wikipedia.org/wiki/arctic
http://www.coolantarctica.com
http://www.cia.gov/cia/ciakids/games/geography/2003/arctic.shtml
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Polar Regions
by Patty Gray and Lorraine Highsmith
2nd Grade
UNIT PLANNING PAGES
I. Focusing/Motivation
 Observation charts
 Big Book
 Read alouds—fiction, nonfiction, periodicals
 Poetry, chants
 World map
 Super Scientist Awards
 Exploration reports with picture file cards
 Videos and filmstrips on the Arctic and Antarctica
II. Input
 Read alouds
 10/2 lecture
 World map
 Narrative input
 Comparative input chart: Emperor Penguin / Arctic Tern
 Cognitive Content Dictionary
III. Guided Oral Practice
 T-graph on Cooperation
 Poetry and chants
 Process Grid
 Farmer-in-the-Dell
 Think-pair-share
 Numbered heads together
 Author’s chair
 Expert groups
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IV. Reading/Writing
A. Whole Group
 Expository interactive writing - “Polar Regions.”
 Found poetry
 Poetry Frame – “_____ here, ______ there.”
 Friendly letter to a parents
 Narrative story map
 Cooperative strip paragraph
B. Small Group work (various structures)
 Ear-to-ear reading (poetry, guided reading texts)
 Team exploration reports
 Expert Groups
 Team world map, comparative input chart, process grid, poetry sequencing
 Team narrative retell
C. Individual
 Learning logs
 Interactive journals
 Independent reading
 Portfolio: expository, poetry, friendly letter
 Found poetry, create word cards, labeled sketches, magazines, read the
room
 Personal inquiry projects (dioramas, plays, brochures, commercials,
interviews, letter-writing)
D. Writer’s Workshop
 Mini-lessons
 Pre-write, draft, revise, edit, publish
 Conferencing (peer and teacher)
 Author’s chair
V. CLOSURE
 Team project presentations
 Home/School connections
 Inquiry chart revision
 Process charts and map
 Objective unit test
 Personal inquiry projects
 Letter to family
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Polar Regions Pre / Post Test
by Lorraine Highsmith and Patty Gray
2nd Grade
Name____________________
Date______________
Read the following sentences and circle the correct answer.
1. Antarctica has the world’s largest _______________.
volcano
desert
2. The Arctic Circle is at the ________________ Pole.
North
South
3. ___________________ is at the South Pole.
Antarctica
The Arctic
4. Permanently frozen ground is called _________________.
tundra
permafrost
5. This is the only animal that migrates from the Arctic to the
Antarctic and back again.
Arctic tern
Arctic fox
Read the sentences below and decide if each is true or false.
Circle T for true or F for false.
6. Penguins live at the North Pole.
T
F
7. Most of the world’s fresh water is frozen at the Poles. T
8. There are a lot of trees in the Polar Regions.
T
F
F
9. When animals sleep through the winter it is called migrating. T
F
10. Camouflage helps the animals blend into the environment. T
F
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Reinforcers (just add pictures)
Antarctica is the icy continent at the South Pole. It is covered by permafrost (permanently
frozen ground), is surrounded by water, and is about 1 1/2 times larger than the United States.
The Arctic is a very cold, windy, and often snowy biome located around the North Pole.
Although there is no land at the North Pole, the icy Arctic Ocean is teeming with life ranging
from the microscopic (like zooplankton) to the huge (like whales).
The Arctic tern is a small bird that makes the longest migration of any bird. It breeds in the
Arctic tundra, but flies to the edge of the Antarctic ice pack during the winter. It flies over
21,750 miles each year.
The Arctic fox is a furry mammal that lives in the far north, in the tundra and coastal areas of
North America, Iceland, Greenland, Scandinavia, and Siberia. The Arctic fox is found farther
north than any other land mammal.
The Greenland shark is also called the sleeper shark and the gurry shark. This large, slowswimming shark has glow-in-the-dark eyes. It lives in very deep waters of the North Atlantic
Ocean.
Polar Bears are large, meat-eating bears who are well adapted for life in their frozen Arctic
environment. They are powerful swimmers who hunt seals in the water. Polar bears can run in
bursts up to 25 mph.
Animals that live in the Arctic are adapted to extreme conditions. Many animals who
overwinter in the Arctic (like the Arctic fox and the Arctic Hare) have a coat that thickens and
changes color to white during the winter as camouflage in the snow.
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Puffins have thick, waterproof feathers that protect them from the cold. They have webbed feet
that help them swim. Their huge, parrot-like bill stores fish as they hunt underwater.
Arctic tundras are frozen, windy, desert-like plains in the Arctic that are dotted with bogs and ponds.
Permafrost covers the ground, so there is very little drainage of water.
Zooplankton are microscopic animals that float freely with oceanic currents and in other bodies
of water. Zooplankton eat tiny microscopic plants.
The South Pole is the coldest, windiest, and driest place on Earth. The coldest temperature ever
recorded on Earth was at the South Pole; it went down to -128.6°F! The Antarctic land does not
support many life forms.
All of the Antarctic animals have adapted to life in extremely cold conditions. Some, like the whales, seals,
and birds, have an insulating layer of fat to protect them from the cold. Others, like many fish and insects,
have special chemicals in their blood that keep them from freezing.
Some animals leave Antarctica during
its coldest months, from June until August. Animals like the Humpback whale migrate to
warmer waters to reproduce after eating huge amounts of krill in Antarctic waters.
Antarctic Krill are small, shrimp-like animals that swim in the seas. These pink, translucent animals
congregate in large, dense masses called "swarms" or "clouds," that turn areas of the ocean's surface pink.
Krill are very important in the food web since many animals eat them.
Glaciers are accumulations of snow, ice, air pockets, water and rock debris. They can
fill valleys or entire continents. They have enough mass to flow across a landscape,
moving as little as a few feet per year, up to thousands of feet per year.
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Icebergs form from the edge of glaciers when the glacier reaches the sea and breaks off in
pieces to form an iceberg. An average iceberg will be about 80-90% beneath the surface.
Antarctica has about 87% of the world’s ice.
Antarctica is surrounded by water and is about 1 ½ times larger than the United
States.
The Earth's tilt makes the North Pole face toward the Sun in summer (keeping it
in sunlight even as the Earth spins) and away from it in winter (keeping it dark).
It is hard for plants to grow in the Arctic. Even in the summer it
is cold and windy. There are just a few months of sunshine.
When snow melts, plants grow on the tundra.
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Big Book Text:
The Important Book
About Glaciers
by P. Gray
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The important thing about
glaciers is that they are ice.
Most of the world’s glaciers
are found near the Poles, but
they can be found on every
continent. A glacier forms
when snow accumulates over
time, turns to ice, and begins
to flow outwards and
downwards under the pressure
of its own weight.
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The important thing about
glaciers is that they help to
shape the Earth.
Glaciers are rivers of
frozen water. They slowly
flow over the land, carving
valleys and wearing away
rocks. Glaciers are in parts
of the world where it is so
cold the ice never melts.
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The important thing about
glaciers is that they are
habitats for many animals.
Polar bears, whales, seals, penguins and many other animals
rely on the glaciers to stir up their food in the ocean water.
These animals have adapted to the freezing cold weather and
cannot live where it is warmer. Many animals will die if the
glacial habitats are destroyed.
The important thing about
glaciers is that they help keep
the Earth’s temperatures
stable.
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Glaciers are full of frozen
freshwater. In the poles, there is
more freshwater that is frozen
than in all of the lakes and rivers
in the world. This ice keeps the
Earth from getting too hot or too
cold.
But, the most important thing
about glaciers is that they are
ice.
If glaciers start to melt
there is a lot more water in
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our oceans and the sea
levels rise. Many cities along
the coasts could flood. This
will also change the
temperature of the ocean
water and the Earth’s
weather patterns will
change.
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Polar Regions Level 2
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Narrative Input Chart: Tacky the Penguin by Helen Lester
“What’s happening?”
“Sunrise on the Iceburg”
“How Many Toes Does a Fish Have?”
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“What’s Happening?”
“We’re hunting for penguins. That’s what’s
happening.”
“Pennnnnguins? Do you mean those birds that
march neatly in a row?”
“We’re gonna catch some pretty penguins,
And we’ll march ‘em with a switch,
And we’ll sell ‘em for a dollar,
And get rich, rich, RICH!”
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“Do you mean those birds that dive so gracefully?”
“Do you mean those birds that sing such pretty songs?”
“HOW MANY TOES DOES A FISH HAVE?
AND HOW MANY WINGS ON A COW?
I WONDER, YUP,
I WONDER.”
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Companions
politely
greeted
marched
graceful
chanting
hearty
puzzled
dreadfully
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Poetry Booklet for
Polar Regions
G.L.A.D. Unit for Second Grade
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Arctic Terns
(I’m a Nut) by L. Highsmith
In Canada and Antarctica, too
I love summer just like you
My babies are born in the northern sun
Then south we go for more summer fun
I’m a T-e-r-n… An Arctic T-e-r-n
My nest is hard to see where I lodge
In rocks my eggs are well camouflaged
Two or three eggs with speckles all around
I lay them right out on the ground
I’m a T-e-r-n… An Arctic T-e-r-n
My children stay South ‘til two years old
And fly back North without being told
Our instincts guide us and we’re not stressing.
But we still keep the scientists guessing.
I’m a T-e-r-n… An Arctic T-e-r-n
I’m a bird that flies real far
From North to South in just one year
I see the sun more days than you
More days than anyone else, it’s true.
I’m a T-e-r-n… An Arctic T-e-r-n
I hate the dark and love the sun
20,000 miles I fly for fun
The only ones that go as far as me
Are whales and some people, you see
I’m a T-e-r-n… An Arctic T-e-r-n
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Arctic Wolf Facts
Adapted by L. Highsmith from the song “Bear Facts” by Norma L. Gentner
(see attached music)
Oh did you know,
Did you know,
Did you know
That wolves have leaders, leaders
Who keep the rules, who keep the rules
The pack will follow, the pack will follow?
Oh did you know,
Did you know,
Did you know
Those wolves go hunting, hunting…
As a small pack, as a small pack?
They chase caribou, and chase rabbits, too.
Oh did you know,
Did you know,
Did you know
Their pups need baby sitters?
An aunt or uncle stays behind
To keep them safe, to keep them safe.
Oh did you know,
Did you know,
Did you know
That wolves like singing, singing?
They howl to talk and just for fun
With their own note, with their own note.
Oh did you know,
Did you know,
Did you know
That wolves change colors, colors?
When winter comes, when winter comes
They turn more white, they turn more white.
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Bear Facts (song)
By Norma L. Gentner
Lyrics not included due to no copyright permission granted.
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Penguins
Penguins here, penguins there,
Penguins, penguins everywhere!
Sleek penguins diving,
Hungry penguins hunting,
Slippery penguins sliding,
And social penguins huddling.
Penguins in a rookery,
Penguins on the ice,
Penguins in the ocean,
And penguins in Antarctica!
Penguins here, penguins there,
Penguins, penguins everywhere!
Penguins, penguins, penguins!
Adapted from Joyce Densmore-Thomas and Diane Burns
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The Two Polar Regions Rap
(Yes, Ma’am)
by L. Highsmith
Arctic
Is this the Arctic?
Is this the Arctic?
How do you know?
How do you know?
Yes, ma’am.
Yes, ma’am.
It’s a polar region.
It’s around the North Pole.
Is this the Arctic?
Is this the Arctic?
How do you know?
How do you know?
Yes, ma’am.
Yes, ma’am.
It’s an ocean of ice and glaciers.
It’s in the Arctic Circle.
Is this the Arctic?
Is this the Arctic?
How do you know?
How do you know?
Yes, ma’am.
Yes, ma’am.
There are people, plants and animals.
They’re adapted to the cold.
Is this the Arctic?
Yes, ma’am.
Is this the Arctic?
Yes, ma’am.
How do you know?
It’s teaming with life.
Can you name a few? Inuit, Arctic wolves, Greenland
sharks, and terns.
Polar Regions Level 2
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Antarctic
Is this the Antarctic?
Is this the Antarctic?
How do you know?
How do you know?
Yes, ma’am?
Yes, ma’am?
It’s a continent down south.
It’s at the South Pole.
Is this the Antarctic?
Is this the Antarctic?
How do you know?
How do you know?
Yes, ma’am?
Yes, ma’am?
It’s the coldest place on Earth (-128˚ F).
It’s covered with an ice sheet.
Is this the Antarctic?
Is this the Antarctic?
How do you know?
How do you know?
Yes, ma’am?
Yes, ma’am?
It’s a windy, dry desert.
It gets 2 inches of snow a year.
Is this the Antarctic?
Is this the Antarctic?
How do you know?
How do you know?
Yes, ma’am?
Yes, ma’am?
No people are born there.
Scientists go there to work.
Is this the Antarctic? Yes, ma’am?
Is this the Antarctic? Yes, ma’am?
How do you know?
There are hardly any animals.
Can you name a few?
There are penguins, seals, and tern
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Greenland Shark
(I’m a Little Teapot)
by L. Highsmith
We’re the biggest dolphin in the family.
We live in the oceans and most of the seas.
We’re mammals with a blowhole and a dorsal fin.
We’re black with white patches beneath our chin.
In very cold places we like to stay
Like near the North Pole to catch our prey.
We hunt in Antarctic waters, too,
For seals and squid. We eat quite a few.
We may be the very best hunters around.
We sometimes eat whales when they can be found,
Our teeth are so sharp, that sharks stay back.
But we never hurt humans. We made a pact.
Our big brains are 4 times denser than yours
To help us to live and care for ourselves.
We talk to each other with whistles and clicks
And sometimes with “accents” when communities mix.
The funny thing about us, though killers we be,
Is we never get in fights in our family.
Orcas are peaceful and kind to each other.
You may try our ways with your sister and brother.
But global warming threatens our habitat.
And fish are getting scarcer so we can’t get fat.
Please help to stop pollution and end our strife.
So orcas will be here for all of your life.
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The Greenland Shark
(My Boyfriend’s Name is Fatty/Miss Suzie Had a …)
by L. Highsmith
The biggest fish in the Arctic
Is nicknamed the sleeper shark.
It moves so slow and lazy
But mostly in the dark.
It hunts for other fishes
And seals that quickly squirm
By fooling them with 2 eyeballs
That host a parasite worm.
Inuit hunters like to eat it
But they have quite a time.
Its meat is really stinky
It smells like ammonia brine.
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Name ___________________________ Date ___________________
Project GLAD
Polar Regions
Home/School Connections #1
Describe to your parents/family what you know about glaciers. Sketch a
glacier.
Parent signature: _________________________________
ProjectGLAD
Polar Regions/06
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Name ___________________________ Date ___________________
Project GLAD
Polar Regions
Home/School Connections #2
Describe to your parents/family where the Arctic and Antarctic is on the
Earth. Sketch and label a picture of the earth with the Artic and Antarctic
regions.
Parent signature: _________________________________
Project GLAD
Polar Regions/06
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Name ___________________________ Date ___________________
Project GLAD
Polar Regions
Home/School Connections #3
Describe to your parents/family 3 things you know about penguins and Arctic
terns. Sketch a penguin and a tern.
Parent signature: _________________________________
ProjectGLAD
Polar Regions/06
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Name ___________________________ Date ___________________
Project GLAD
Polar Regions
Home/School Connections #4
Retell the story, Tacky the Penguin, to your parents/family. Sketch your
favorite part.
Parent signature: _________________________________
ProjectGLAD
Polar Regions/06
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Name ___________________________ Date ___________________
Project GLAD
Polar Regions
Home/School Connections #5
Read one poem from your Poetry Booklet to your parents/family. Explain it to
them. Write three interesting words and sketch them.
Parent signature: _________________________________
ProjectGLAD
Polar Regions/06
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Name ___________________________ Date ___________________
Project GLAD
Polar Regions
Home/School Connections #6
Take your portfolio home. Sit down in a quiet place with your parents/family.
Show them all the work in your folder. Have them ask you interesting
questions about the important work you did. When finished, have your
parents/family write three new things they learned from you.
Parent signature: _________________________________
ProjectGLAD
Polar Regions/06
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Nombre ___________________________ Fecha __________________
Proyecto GLAD
“Regiones Polares”
Conección entre Hogar y Escuela #1
Explica a tus padres o a otros miembros de tu familial as características de
glaciares. Haz un dibujo glaciar abajo.
Firma del padre o de la madre: _________________________________
Proyecto GLAD
Regiones Polares/06
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Nombre ___________________________ Fecha __________________
Proyecto GLAD
“Regiones Polares”
Conección entre Hogar y Escuela #2
Explica a tus padres o a otros miembros de tu familial as características de
regiones polares. Haz un dibujo Ártico y Antártico in la Tierra abajo.
Firma del padre o de la madre: _________________________________
Proyecto GLAD
Regiones Polares/06
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Nombre ___________________________ Fecha __________________
Proyecto GLAD
“Regiones Polares”
Conección entre Hogar y Escuela #3
Explica a tus padres o a otros miembros de tu familial as características de
pingüinos y pájaros árticos. Haz un dibujo pingüino y pájaro ártico abajo.
Firma del padre o de la madre: _________________________________
Proyecto GLAD
Regiones Polares/06
Polar Regions Level 2
Patty Gray & Lorraine Highsmith - Project G.L.A.D (06/06 JB)
22
Nombre ___________________________ Fecha __________________
Proyecto GLAD
“Regiones Polares”
Conección entre Hogar y Escuela #4
Cuenta de Nuevo la historia, “Tacky the Penguin” a tus padres o a otros miembros
de tu familia. Dibuja tu parte favorita abajo.
Firma del padre o de la madre: _________________________________
Proyecto GLAD
Regiones Polares/06
Polar Regions Level 2
Patty Gray & Lorraine Highsmith - Project G.L.A.D (06/06 JB)
23
Nombre ___________________________ Fecha __________________
Proyecto GLAD
“Regiones Polares”
Conección entre Hogar y Escuela #5
Lee un poema de tu libro de poesía a tus padres o a otros miembros de tu familia.
Explícaselo a ellos. Escribe tres palabras interesantes del poema abajo y haz un
dibujo relacionado a lado de cada una de ellas.
Firma del padre o de la madre: _________________________________
Proyecto GLAD
Regiones Polares/06
Polar Regions Level 2
Patty Gray & Lorraine Highsmith - Project G.L.A.D (06/06 JB)
24
Nombre ___________________________ Fecha __________________
Proyecto GLAD
“Regiones Polares”
Conección entre Hogar y Escuela #6
Lleva tu carpeta a casa. Siéntate en un lugar callado con tus padres u otros
mimbres de tu familia. Enséñales todo el trabajo de tu carpeta. Ponlos a que te
pregunten sobre trabajo importante que hiciste. Cuando terminas, pon a tu familia
a escribir tres cosas nuevas que han aprendido de tu trabajo.
Firma del padre o de la madre: _________________________________
Proyecto GLAD
Regiones Polares/06
Polar Regions Level 2
Patty Gray & Lorraine Highsmith - Project G.L.A.D (06/06 JB)
25
Expert group: Greenland Shark (somniosus microcephalus)
The Greenland Shark is a brown shark that can grow to over 8-14 feet long and weigh
up to 2 tons. They are the largest Arctic fish. Its sense of smell is very good. Its teeth are
small but scalpel-sharp. The Greenland, also called the sleeper shark, is noted for its
lethargic nature.
It is one of the few sharks found in polar waters year-round. It lives in depths up to
1,800 feet (550 meters) in summer and moves into shallower waters in winter months. They
are found all over several of the major fjord systems.
Despite its well-known slowness, this carnivore is known to consume much livelier
animals, such as squid, herring, salmon, and seals. Some scientists think it manages to do
this by attracting its prey with bioluminous worms that attach to the shark’s eyes. This
shark eats a wide variety of food, from fish to seals, carrion, flesh from dead whales, and
even (in one captured specimen) an entire reindeer.
Polar Regions Level 2
Patty Gray & Lorraine Highsmith - Project G.L.A.D (06/06 JB)
26
The status is unknown, but scientists are concerned about dwindling food supplies and
global warming harming Greenland sharks. Inuit hunters often catch this fish by luring it to
a hole chopped in the ice and either harpooning it or simply dragging it out of the water by
hand.
The Greenland shark is viviparous, bearing live young. It is said to have highly
toxic flesh and causes symptoms similar to those caused by too much alcohol unless
dried or boiled in several changes of water. The Greenland shark’s lower teeth are
made into a tool for cutting hair.
Eskimo mythology has a story that all other Greenland fishes were created from
chips of wood, but the Greenland shark smells so strongly of ammonia, its origin is different.
Long ago, as legend has it, an old woman washed her hair with urine and was drying it with a
cloth. A gust of wind carried the cloth to sea and there it turned into skalugsuak, the
Greenland shark.
Polar Regions Level 2
Patty Gray & Lorraine Highsmith - Project G.L.A.D (06/06 JB)
27
Expert Group: Orcas (orcinus orca)
Orcas are marine mammals and the largest of the dolphin family. The Orca's skin is mostly black
with white patches. They are 27-33 feet (8-10 m) long, weighing more than 8,000-12,000 pounds (4 to 6
tons). They have a tall dorsal fin and large, paddle-like flippers. The dorsal fin of the male is taller (up to 6
ft tall) and more upright than that of the female (whose dorsal fin is up to 4 ft tall). They live in groups
called pods.
Orcas are most common in the Arctic and Antarctic, although they are found in all
oceans of the world and are often spotted off the west coast of the United States and
Canada. Orcas don't make long seasonal migrations. They may, however, cover an area of
hundreds of miles in order to find prey.
These carnivores are also called “killer whales” because they are such good
hunters. Orcas eat a diet of fish, squid, sharks, marine mammals (including whales
and seals), turtles, octopi, and birds (penguins and gulls). The members of a pod
cooperate in hunts, attacking large prey and then sharing it. They have even been
known to attack young blue whales and other large whales. They have from 40 to 52
teeth about 3 inches (7.6 cm) long and about 1 inch in diameter. An average-sized
orca will eat 550 pounds (250 kg) of food a day.
Polar Regions Level 2
Patty Gray & Lorraine Highsmith - Project G.L.A.D (06/06 JB)
28
The status of Orcas is endangered or threatened in the north Pacific because
of dwindling food supplies, pollutants that cause disease, and global warming. They
are doing better in other parts of the Earth.
Orcas live in pods of 6-40 whales. The pod members protect the young, the
sick and the injured. They have highly developed brains, almost 4 times the mass of
the human brain. Orcas are very social animals. They make sounds like clicks,
whistles, and scream-like pulses. The sounds are used to communicate with other
orcas, and for locating prey. Different pods have "accents" and can recognize each
other by this accent. Orca society is peaceful, and cooperative.
Polar Regions Level 2
Patty Gray & Lorraine Highsmith - Project G.L.A.D (06/06 JB)
29
Expert Group: Leopard Seal (hydrurga leptonyx)
The Leopard Seal’s body is dark gray to silver with darker gray flippers and
spotting on the shoulders, throat and sides. It has a very large head, long snout and
gaping jaws, so it looks kind of like a reptile. These seals grow to over 13 feet long
and weigh about 850 pounds.
Leopard Seals live only near the pack ice surrounding Antarctica. Sometimes
young animals will stray as far north as the Australian beaches. They like open and
coastal waters off Antarctica and occasionally off the coasts of Australia, New
Zealand, South Africa, and South America. In winter, it migrates toward the shores
of various Antarctic islands.
Along with the Killer Whale, the Leopard Seal is the top predator of the
Antarctic seas. Leopard Seals are fast powerful swimmers who catch prey such as
fish, squid and even other seals. It eats many kinds of prey, but it prefers penguins.
It pursues and kills penguins under the water. The penguin is then carried to the
surface where it is slammed against the water with such violence that it may be
dismembered. The teeth are specifically adapted to holding on to prey and tearing it
to pieces.
Polar Regions Level 2
Patty Gray & Lorraine Highsmith - Project G.L.A.D (06/06 JB)
30
Their solitary existence has made population numbers difficult to estimate.
However it is not a species that is usually threatened by human hunters.
They are called Leopard seals because of their spots and because they are fierce
hunters. Scientists don’t know how many there are because they are solitary animals; they
live alone, and are hard to count. Unlike orcas and many other animals, the males are
slightly smaller than the females. Killer whales sometimes eat leopard seals and leopard
seals eat penguins. This is the Antarctic food chain. The adults molt, or shed, in February.
Polar Regions Level 2
Patty Gray & Lorraine Highsmith - Project G.L.A.D (06/06 JB)
31
Expert Group: Arctic Wolf (canis lupus arctos)
The Arctic wolf is a wild dog sometimes called the tundra wolf. They live alone or in
packs of about 6 to 20 wolves. The Arctic Wolf lives about 10-15 years in the wild. Arctic
Wolves have long, thick fur that gets whiter and thicker in the winter. They also grow fur
on the bottom of their feet. Arctic wolves are not afraid of people because they live far to
the north of human communities.
Artic wolves live in the “high Arctic” of northern Canadian, Alaska , and
Eurasia. The temperatures range from -70 F in winter to 60 F in summer. They use
dens only for birthing and protecting pups.
These wolves are fast-running carnivores (meat-eaters) that hunt in packs and often
prey upon much larger animals. Wolves have very good eyesight, acute hearing, and a keen
sense of smell which help them hunt. They mostly eat caribou, but also Arctic hares,
lemmings and musk oxen. They kill their prey with a deadly bite on the neck. They swallow
food in large chunks, barely chewing it. When they return from the hunt, wolves regurgitate
some of the food for the hungry pups. Wolves can eat up to 20 pounds (9 kg) of meat at
one meal. Like other wolves, they have strong jaws with sharp teeth, including long canine
teeth which tear flesh.
Polar Regions Level 2
Patty Gray & Lorraine Highsmith - Project G.L.A.D (06/06 JB)
32
The status of Arctic wolves is unknown. They will suffer from global warming,
but they are too far from humans to be in danger of hunting.
Wolves howl as a signal to other wolves, telling of the beginning and end of a
hunt, of a wolf separated from its pack, as a warning to other wolf packs, and simply
for the fun of it. Each wolf finds his or her own tone while howling. When the
mother Arctic wolf goes hunting, another member of the pack will stay behind to
“baby-sit” the pups. During blizzards they curl up to protect their faces with their
tails.
Polar Regions Level 2
Patty Gray & Lorraine Highsmith - Project G.L.A.D (06/06 JB)
33
Mind Map for ___________________________
Name ___________________________
Description
Habitat
______________________________
Diet/Prey
Status/Enemies
Interesting Facts
Polar Regions Level 2
Patty Gray & Lorraine Highsmith - Project G.L.A.D (06/06 JB)
34
Teacher Process Grid Arctic
Plant types
Arctic
Antarctica
Animals
Climate
Geography
Interesting
Facts
* ice but no land at the
North Pole
* land within Arctic
Circle, parts of Asia,
Europe, and North Amer
* High Arctic Zone-less
than 5% plant covered
*Low Arctic Zone-90%
plant covered
* 6 months of day and 6
months of night
* Northern lights
* “Arctic” comes from
Greek meaning “bear”
for the Big and Little
Dippers
* natural resources are
furs, whale products,
fish and minerals
* lichen
* dark red leaves
* cushion plants
* cotton plants
* tundra= treeless living
carpet of plants in
summer over permafrost
* humans-Inuit
* arctic wolf
* arctic tern
* polar bear
* Greenland shark
* reindeer
* ringed seal
* whales
* zooplankton
* very cold, windy, snowy
winter storms
* summer milder with
low sun angle
* polar ice helps
regulate the earth’s
temperature
* polar ice is melting
more every year
*none
* penguins
* Antarctic krill
* leopard seal
* orca
* blue whale
* coldest, windiest and
driest place on Earth
* less than 2 inches of
snowfall each year
* coldest temperature
ever recorded -128.6°F
*covered by a
continental ice sheet
*covered by permafrost
*surrounded by water
* 87% of the world’s ice
* 70% world’s fresh
water is frozen here
*no permanent human
residents
Students Process Grid
Description
Arctic Tern
Emperor
Penguin
Arctic Wolf
Orca
*14-17'' long *2/3 lb.
*wingspread of 29-33''
*white with black caps
and gray mantles
*deeply-forked tail
*short red legs
*webbed feet
*flightless bird *swims
*biggest penguins
*1.1 m (3’, 9”) tall, 65 lb
* black head and wings,
white abdomen, back
* golden circles on neck
*white wolf
* fur thickens in winter,
grows on feet
*not afraid of humans
* packs of 6 to 20
*marine mammal,
*largest dolphin
*27-33 “ (8-10 m) long
*black w/ white patches
*6 ft tall dorsal fin
*8,000-12,000 pounds
*live in groups called
pods
Habitat
Diet/Prey
Predators /
Enemies/Status
Interesting
Facts
*Arctic and Antarctic
*nest in Arctic on
ground
*speckled eggs blend
with rocks
*carnivores
*swoop down to catch
prey in water like small
fishes like capelin,
sand launae, sand eel,
and small crustaceans
*Antarctic pack ice,
* blubber and feathers
insulate
*good swimmers,
spend most of life in
the sea
*carnivores
*fish and squid
*moms hunt and feed
for 2 mos. after laying
egg then regurgitate
food for new chick
Status: unknown
Predators: Foxes,
raccoons, weasels,
rats, gulls, seabirds
Dangers: spraying of
marshes with DDT for
mosquito control
Status: no status
Predators: leopard
seals, orca, sharks,
skus, giant petrals
Dangers: global
warming
*high Arctic’ north
Alaska, Canada and
Eurasia *-70 F winter
lows, 60 F summer
highs *use dens only
for birthing and pups
*carnivores
*caribou, Arctic hares,
lemmings, musk oxen
*hunt in packs for
larger prey
*regurgitate food for
young pups
*carnivore, fierce
hunters *fish, squid,
sharks, turtles, marine
mammals like leopard
seals, octopi, and
penguins and gulls
*550 lbs. of food a
day.
*can fly 20,000 mi /yr
*most days of any
animal in the daylight
*born in Arctic, fly
south w/parents.
*2 year fledglings fly
north without parents
*fathers keep eggs
and chicks warm on
their feet in a brood
pouch
*fathers have “milk”
*stand in huddle to
keep warm
*howl for fun, warning,
communicate, each
has own tone
*other wolves baby-sit
so mom can hunt
*cover face w/tail in
snow storms
*highly developed
brains, 4 X the mass
of humans,
*females live 90 years.
*pods are peaceful,
and cooperative
*pods have distinctive
"accents"
*Arctic and Antarctic
*all the world's oceans
*west coast of the
United States and
Canada.
*don't make long,
seasonal migrations
Status: unknown
Dangers: global
warming (too far from
humans for hunting)
Status: endangered or
threatened in north
Pacific
Dangers: dwindling
food supplies,
pollutants, global
warming
Leopard Seal
Greenland
Shark
*marine mammal
*gray, spotted seal
*large head, huge
mouth, reptilian looking
*excellent sight and
smell
*Antarctic open and
coastal waters
*off Southern coasts of
Australia, New
Zealand, Africa, and
South America
*largest Arctic fish
*lethargic, slow-moving,
also called sleeper
shark
*8 to 14 feet (4.2 m)
*brown
*Arctic polar waters
*fjord systems
*carnivore, fierce
hunter
* prefers penguins,
fish, squid, other
seals,
*hunts and kills
penguins under water
*carnivores
*squid, herring,
salmon, and seals,
carrion, entire
reindeer.
Status: unknown
Predators: orcas
Dangers: global
warming
*males slightly smaller
than the females
*solitary animals
*slam penguins on the
surface of the water to
skin them
Status: Unknown
Predators: Inuit
hunters
Dangers: global
warming, dwindling
food supplies
*viviparous-bears live
young
*has bioluminescent
parasites that live in its
eyes and attract prey
*Inuit eat its toxic flesh
GLAD and CELL
Elements
Week One
Week Two
Week Three
Week Four
Week Five
Week Six
continents
permafrost
adaptation
insulate
migrate
rookery
extinction
endangered
Whole Week: Wrap up
with a review of all charts
Observation Charts
polar
glacier
regions
glaciers, ice bergs, Arctic
and Antarctic animals
Inquiry Charts
And Learning Logs
what we know/want to
know about the polar
regions
introduce and practice logs
review / revise inquiry chart
practice logs
review / revise inquiry chart
practice logs
review / revise inquiry
chart
practice logs
review / revise inquiry
chart
complete inquiry chart:
what we learned
The Important Book
About Glaciers
Narrative: Tacky the
Penguin
Days 1 & 2
Narrative: Tacky the
Penguin
Days 3 & 4
Narrative: Tacky the
Penguin
Days 5 & 6
Narrative: Tacky the
Penguin
Days 7 & 8
Arctic / Antarctic Yes,
Ma’am poem 1
Penguins here, penguins
there poem 2
review poem 1
Arctic Tern poem 3
review poems 1 & 2
Arctic Wolf poem 4
review poems 1,2 & 3
Expert groups 1 & 2
arctic wolf / orca
Expert groups 3 &4
leopard seal / Greenland
shark
Story map: Tacky the
Penguin
Cooperative Strip
Paragraph
expository paragraph
expository paragraph
Arctic animal here, there
poem
Team Here, There poem
Picture Dictionary
Flip Chant book
Arctic Tern cut poem
Process Grid
Team Found Poetry
Team Narrative
Team Cooperative Strip
Paragraph
Illustrate Team Paragraphs
CCD
Big Book,
Narrative and
Read Alouds
Shared Reading
Expert Groups
Pictorial Inputs
world map of polar
regions with animals
comparative
emperor penguin / arctic tern
T Chart: cooperation
Farmer In The Dell
penguins
IAW
IW
Team Tasks
Team Task Key
world map pictorial
Yes, ma’am cut poem
Exploration Reports
Comparative input chart
Farmer in the Dell
Narrative input
world map word cards
begin process grid
Letter to parents about
what was learned.