Antarctica
Focus Questions
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Briefly explain the BtN story to another student.
What is unique about Antarctica?
Where is it in relation to Australia?
What lies beneath the ice in Antarctica?
How is it different to the North Pole?
Name three countries that have claimed a part of Antarctica.
Describe Australia’s involvement in Antarctica.
How do ice core samples help us understand climate change?
What impact could rising sea levels have on coastal areas?
How has your thinking about Antarctica changed since watching the BtN
story?
Antarctica – choose your own adventure
Students will deepen their understanding of Antarctica by completing some of the
following activities. Negotiate with students how many activities they will need to
complete.
EPISODE 8
7TH APRIL 2009
Learning Area
Science, Society and
Environment
Key learning
Students will develop a
deeper understanding of
Antarctica and its
connection to climate
change.
Remember and understand

Generate an A-Z list of `Antarctica’ words. Include topics such as animals,
climate and research. Link the words on a mind-map.

List 10 things you would never find in Antarctica.
Apply and analyse

Investigate the impact of rising sea levels on coastal cities in Australia.
Using a contour map, students show what would happen if sea levels rise
by 60 metres. Draw an artist’s impression of how this would affect your
closest coastal city.

Interview two people to find out what they think should be done to reduce
the possible effects of climate change. Ask them to reflect on what can be
done on a personal, local and global level. Compare their responses with
your own thoughts and opinions.
.
Evaluate and create

© ABC
Over 200 million years ago, Antarctica was the centre of a supercontinent
known as Gondwana. Explore the role of plate tectonics in the formation
of Antarctica by creating a Gondwana supercontinent jigsaw. The following
countries need to be included: Antarctica, Australia, New Zealand, Afric,
South America and India. To see the continents move over time, go to the
following animation
http://www.pbs.org/wgbh/nova/eden/media/stt.html

Investigate what sort of accommodation people working in Antarctica stay
in. Design, draw and label an ideal house for Antarctica.

Create a story or picture book about Antarctica.
Reflection
What do you understand more clearly about Antarctica since completing the
investigation?
 Related Research Links
ABC Foreign Correspondent –What lies beneath?
http://www.abc.net.au/foreign/content/2009/s2506516.htm
Australian Antarctic Division – Ice cores and climate change
http://www.aad.gov.au/default.asp?casid=1760
Nova Online – Stories in the ice and Ice core timeline
http://www.pbs.org/wgbh/nova/warnings/stories/
Children’s BBC – Antarctica quizzes
http://news.bbc.co.uk/cbbcnews/hi/world/newsid_3456000/3456315.stm
© ABC
Arctic melt
Focus Questions
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5.
6.
7.
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9.
10.
Where is the Arctic?
What is the Northwest Passage?
What is happening to the Arctic?
What impact could this have on polar bears?
When ice melts, what happens to the sea level?
What impact could this have on people?
Why are some people excited about the ice melting?
Why are some countries arguing about the Northwest Passage?
What was surprising about this story?
How did this story make you feel?
Find out more about the Arctic
Students will be investigating a question or issue associated with the Arctic region
to increase their knowledge and understanding. Ask students to develop a list of
key words using BtN story as a starting point. Some possible key words include:
 Arctic
 Climate change
 Adapted
 Polar regions
 Permafrost
 Northwest Passage
In small groups, ask students to discuss what they think each word means and
record it. Use the Internet, dictionary or another source to check their definitions.
Hold a class discussion about possible areas for inquiry. Some potential
questions/issues include:
 How have animals and people living in the Arctic region adapted to their
environment?
 How does human behaviour around the world affect the Arctic region?
 How does what happens is the Arctic region affect people around the
world?
 The Arctic is considered to be an early warning system for climate change.
What does this mean?
Use the information gathered during the inquiry to develop an online or board
game. Students will need to consider the key information they want other people
to learn and how they will include this as part of the game.
Peer assessment
How clearly was the information presented in the game?
What changes would you suggest?
© ABC
EPISODE 25
9TH SEPTEMBER 2008
Learning Area
Society and Environment
Key learning
Students will develop an
understanding of the issues
associated with ice melting
in the Arctic region.
Print the Arctic melt transcript
from the BtN website. Go to
http://abc.net.au/news/btn/
and click on the transcript link.
.
Further investigations
Research how polar bears are reacting to climate and environmental change. Display
your findings in a creative way.
Have a class debate about who has greater responsibility to reverse climate change –
governments or people.
Create a role-play based on a conversation between a person from the mining industry
and an environmentalist, about ice melting in the Arctic region.
 Related Research Links
ABC News – Scientists flabbergasted at Arctic
http://www.bananasinpajamas.com/news/stories/2005/09/29/1470668.htm
ABC News – Global warming opens up the Northwest Passage
http://www.abc.net.au/news/stories/2007/09/19/2037198.htm?section=business
Science Daily – Why is the Arctic Sea ice melting faster than predicted
http://www.sciencedaily.com/releases/2008/04/080407132120.htm
National Geographic – Arctic melting fast
http://news.nationalgeographic.com/news/2004/11/1109_041109_polar_ice.html
Aussie Educator – Arctic region
http://teachers.ash.org.au/aussieed/socialscience_arcticantarctic.htm#arctic
© ABC
Mammal extinction
Focus Questions
1]
2]
3]
4]
5]
6]
7]
8]
What was the main point of the story?
How many Australian mammals have become extinct since European settlement?
What has caused the Brush-tailed rock wallaby to become endangered?
How many Australian species are on the verge of extinction?
What is having a big impact on native species in Australia?
Why do you think it is important to protect native animals?
What are zoologists doing to protect species?
Why do you think Australia has the highest rate of mammal extinction in the
world?
9] What can be done to protect Australia’s threatened species?
10] How did this story make you feel?
EPISODE 19
29TH JULY 2008
Learning Area
Science, Society and
Environment
Key learning
Mammal extinction
After watching the BtN story about mammal extinction, ask students to write
down what they think the following key words mean:

Habitat

Threatened species

Endangered

Critically endangered

Vulnerable

Extinct
Students will develop a
deeper understanding of
Australian mammal
extinction.
Ask students to share their definitions with another students and then change or
add to them. They can then use a range of sources to check their understandings.
Students then need to choose a threatened Australian species and research the
following information:

What does the animal eat?

What type of habitat does it need?
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Where does it live?
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What are the threats to its decline?

What can be done to ensure its survival?

What are the impacts when an animal species becomes endangered or extinct?

Why is Australia’s rate of mammal extinction the highest in the world?
© ABC
Expert groups can be a
useful resource for students
when researching the topic.
Students can present their information in one of the following ways:

Written or oral report

Develop a video or PowerPoint slide presentation

Create a model or poster
Further investigations
Design an enclosure for a threatened species. Students need to consider the animals’
natural habitat. Construct the enclosure using recycled materials.
Students research which threatened species are found in their local area. What is
being done to protect them?
Make a game to teach people about threatened Australian species.
Organise a guest speaker from the zoo or environmental organisation to come and
speak to the class about Australia’s threatened species.
 Related Research Links
ABC 730 Report – Climate change threatens extinction of Australian mammals
http://www.abc.net.au/7.30/content/2007/s2205185.htm
ABC AM – WWF warns of mammal extinction
http://www.abc.net.au/am/content/2008/s2187017.htm
WWF –Australia’s threatened species face extinction
http://wwf.org.au/news/species-face-extinction-due-to-climate-change/
Unique Australian animal website
http://australian-animals.net/
Classification of threatened and extinct species
http://www.kidcyber.com.au/topics/threatened.htm
Children’s BBC – Information about endangered animals
http://news.bbc.co.uk/cbbcnews/hi/find_out/guides/animals/endangered_animal
s_world/newsid_1614000/1614414.stm
© ABC
Acid oceans
1.
2.
3.
4.
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7.
What gas is causing the ocean to become more acidic?
Why is the Great Barrier Reef under threat?
Explain how the carbon dioxide is getting into the water.
What do carbon dioxide and water combine to make?
What impact does an acidic ocean have on coral?
What are the creatures called that make up the coral?
What did scientists discover when they compared plankton living today with
those living hundreds of years ago?
8. What impact could this have on the food chain?
9. Draw a diagram that illustrates the impact acid is having on coral and other
sea creatures.
10. What do you think should happen next?
Create a board game that raises awareness of the impact of carbon dioxide on the
oceans.
ABC Catalyst – Acid seas may kill coral reefs in 50 years
http://www.abc.net.au/science/articles/2007/12/14/2118959.htm?site=catalyst&
topic=human
ABC Science - Carbon emissions may harm ocean life
http://www.abc.net.au/science/articles/2004/07/16/1155579.htm
ABC Science – Ancient oceans were acidic too
http://www.abc.net.au/science/articles/2005/09/30/1470355.htm
Carbon tax
1.
2.
3.
Discuss the main issues raised in the carbon tax story with another student.
Too much carbon dioxide can be bad for the environment. True or false?
The aim of the carbon tax is
a) Making all people pay for the carbon they produce.
b) To charge companies for how much carbon they produce.
c) Turning off the electricity when companies have used too much.
4. Finish the following sentence: It is hoped the amount of carbon businesses
produce will __________________.
5. What does the Government compare the reductions of emissions to?
6. How will consumers be affected?
7. To compensate consumers, the Government will…
8. What does the Opposition think about the carbon tax?
9. When will the carbon tax be introduced?
10. Do you think the carbon tax is a good idea? Explain your answer.
© ABC