E-BOOK CODE:
REAU5020
Image courtesy of NOAA
Cool
Antarctica
Activity Book
by Jane Bourke
Activities for Young Learners: Cool Antarctica
Activity Book (BLM)
© 2006 Ready-Ed Publications
Printed in Australia
Author: Jane Bourke
Cover Design: Shay Howard
Illustrations: Melinda Brezmen
Cover images:
i.
ii.
iii.
Ice shelter, tents, Scott Base buildings – © Seth White, www.sethwhite.org
Emperor penguins – Courtesy of National Oceanic and Atmospheric Administration/Department
of Commerce.
South Pole Station “The Dome” – © United States Department of Defense
iv.
Mount Scott – © Stan Shebs
Published by Ready-Ed Publications (2006)
P.O. Box 276 Greenwood Perth W.A. 6024
Email: info@readyed.com.au Website: www.readyed.com.au
COPYRIGHT NOTICE
Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes.
However, this permission is not transferable and applies only to the purchasing individual or institution.
ISBN 1 86397 652 3
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Contents
Curriculum Links: Outcome Statements
Teachers’ Notes
Promoting Creative Thinking
R elevant W
ebsites
Websites
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4
5
7
9
Activities:
The Icy Continent:
Discovering Antarctica:
The Cold Hard Facts:
Ice Features:
An Antarctic Adventurer:
Disaster at Sea:
The Amazing Race:
At the Poles:
Very Cool Plants:
Ice Web Cam:
Antarctica’s Animal Life:
Cool Animals:
Marine Species:
Cold Species:
Wonderful Whales:
Whale Watching:
Super Seals:
Elephant Seals:
Playful Penguins:
Penguin Profile:
Emperor Penguins:
Design a Penguin Home:
Adelie Penguins:
Adorable Adelies:
Cheeky Chinstraps:
Arctic Bird’s Journey:
Learning About Antarctica:
Research Stations:
Cool Living:
Working in Antarctica:
Getting About:
People in Antarctica:
Daily Life:
Into the Future:
Beating the Cold:
Wacky Weather:
Antarctic Slang:
Food Web Puzzle:
Travel To Antarctica:
Antarctic Quiz:
Activity ..................................................................................... 10
Cyber Challenge ...................................................................... 11
Activity ..................................................................................... 12
Cyber Challenge ...................................................................... 13
Activity ..................................................................................... 14
Cyber Challenge ...................................................................... 15
Activity ..................................................................................... 16
Cyber Challenge ...................................................................... 17
Activity ..................................................................................... 18
Cyber Challenge ...................................................................... 19
Activity ..................................................................................... 20
Cyber Challenge ...................................................................... 21
Activity ..................................................................................... 22
Cyber Challenge ...................................................................... 23
Activity ..................................................................................... 24
Cyber Challenge ...................................................................... 25
Activity ..................................................................................... 26
Cyber Challenge ...................................................................... 27
Activity ..................................................................................... 28
Cyber Challenge ...................................................................... 29
Activity ..................................................................................... 30
Cyber Challenge ...................................................................... 31
Activity ..................................................................................... 32
Cyber Challenge ...................................................................... 33
Activity ..................................................................................... 34
Cyber Challenge ...................................................................... 35
Activity ..................................................................................... 36
Cyber Challenge ...................................................................... 37
Activity ..................................................................................... 38
Cyber Challenge ...................................................................... 39
Activity ..................................................................................... 40
Cyber Challenge ...................................................................... 41
Activity ..................................................................................... 42
Cyber Challenge ...................................................................... 43
Activity ..................................................................................... 44
Cyber Challenge ...................................................................... 45
Activity ..................................................................................... 46
Cyber Challenge ...................................................................... 47
Activity ..................................................................................... 48
Cyber Challenge ...................................................................... 49
Assessment Sheets
Teacher Assessment 1: W
ritten Infor
mation
Written
Information
Teacher Assessment 2: Cr
eativity
Creativity
Student Self-Assessment
Further Assessment T
ools
Tools
Answers
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50
51
52
53
54
55
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Curriculum References
Information from the Cool Antarctica Resource Book and the Cool Antarctica Activities (BLM)
can be linked to the following National Curriculum outcomes at Levels 1 and 2:
Society and Environment / HSIE / SOSE
STRAND
Time, Continuity
and Change
ORGANISER
Interpretations and perspectives
OUTCOME
Understands that life on earth has changed over time.
Understands that changes in the past have affected the future.
Predicts what might happen in the future based on the past.
Identifies aspects of environments that have changed.
People and places
Identifies natural and built features of places.
Describes choices people make in their use of places.
Identifies ways to take care of places.
Identifies how people can cooperate to preserve environments,
e.g. Antarctic treaty.
Features of places
Identifies and discusses the natural features of Antarctica, e.g.
glaciers, icebergs.
Describes choices people make in their use of places.
Identifies how people cooperate to care for places in a
community.
Resour
ces
esources
Use of resources
Identifies resources used and valued.
Gives examples of the types of resources found in the Antarctic
region.
Suggests ways to manage resources and identifies reasons why
some resources have become scarce.
Natural and
Social Systems
Natural systems
Identifies how elements of natural systems (such as animals and
ecosystems) meet own needs.
Describes ways in which elements of natural systems form
communities.
Identifies reasons why groups and communities have rules.
Identifies essential needs for survival in Antarctica.
Investigation,
Communication &
Participation
Investigation
Gathers and records information from direct and indirect
experiences of people and places.
Selects, compares and categorises relevant information.
Communication
Prepares information for an audience.
Expresses a personal view of the meaning of data.
Participation
Differentiates between times when it is appropriate to act on
personal choice or to follow established rules.
Biodiversity, change
and continuity
Identifies personal features and those of animals and plants that
change over time.
Links observable features to their functions in familiar living
things.
Compares and contrasts similarities and differences within and
between groups of familiar living things.
Describes the types of relationships between living things in an
ecosystem, e.g. food webs.
Living together
Identifies personal needs and the needs of other living things
within an environment.
Describes places where certain living things are found.
Lists the sources of food and shelter of animals and explains what
can happen when needs are not met.
Understands that the human body goes through changes in harsh
environments.
Earth, sky and people
Identifies weather patterns, soil types that are consistent with a
particular environment and understands how these characteristics
can affect daily life.
Records ways that we use information about changes to the Earth.
Describes changes that occur in Antarctica’s environment, e.g. seasons.
Place and Space
Science
Life and Living
Earth and Beyond
These understandings are expressed in activities though
though:
English
Reading and Viewing – Strategies (reading and viewing information for meaning in the resource book, other
books and on the Internet).
Writing – Strategies (writing in a range of text types including poems, stories, articles, diary entries, lists and questions
to demonstrate understandings of concepts).
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Teachers’ Notes
oung Lear
ners series is designed to be used in a number of
The Activities for Y
Young
Learners
ways:
1. As a learning centre for the library or general classroom;
2. As a library resource package;
3. As a general activity resource package for a number of themes.
Antarctica – A Rationale For Study
Antarctica is the last untouched frontier on earth. It was the last continent to be explored and is a
source of fascination for people from all over the world. Astronomers and scientists have known
that Antarctica existed long before anyone actually caught sight of this massive land region.
People have been travelling to Antarctica for work purposes for more than fifty years. In that time,
there has been great progress made in a number of fields of study. In recent years people have
visited Antarctica as tourists and have had the opportunity to view Antarctica while on scenic
flights over the massive region of ice and rock.
Antarctica is protected from development and pollution following the joint signing of the Antarctica
Treaty. The continent is only allowed to be used for peaceful purposes and is available to many
countries as a base for scientific research. The icy continent of Antarctica is living proof of how
countries from all over the world can collaborate ideas and share valuable information for the
good of the planet. Scientific research carried out on Antarctica has far-reaching implications for
the global environment. Global changes in climate and the ozone layer are carefully monitored
using advanced technology. Other scientific findings have enabled significant advances in medicine
and biology around the world.
The resource book attached to this series is designed to provide a springboard for further research
about this amazing continent. Several educational websites have been included throughout that
explore particular aspects of the science and wildlife of Antarctica. It is envisaged that students
will use the references contained as a starting point to further their knowledge of the Antarctic
region and environment, while simultaneously enhancing their creative thinking skills.
Updating of Internet References
It is now common knowledge that Internet sites disappear from time to time or move to new
locations. While all of the sites included in this package were accessible at the time of publication,
it is anticipated that many sites will move, modify their layout or disappear from the WWW
completely.
Ready-Ed Publications endeavours to check all sites on a regular basis and replaces any sites that
have moved. In addition, attempts are made to locate missing sites that have relocated to another
address. All website references in this series are clearly linked on our website from the home page.
oung
Click on “Ready-Ed Kids Book Links” and then follow the link for the A ctivities for Y
Young
Learners series. The direct address for this series is:
www.readyed.com.au/urls/AYL/index.htm
Once at the above webpage, students will need to click on the book they are using (e.g. Cool
Antarctica
Antarctica) and the page number and title. By using this online index page, students do not
have to laboriously type in any URLs, greatly reducing the margin for error when trying to locate
sites that have long and complicated addresses. The website indexes are clearly set out and easy
for students to navigate.
Should a broken link or a link that appears to have modified its layout be discovered, then please
eadyed.com.au with clear details of the topic and page number. Please note
email fixlink@r
fixlink@readyed.com.au
that ALL links that appear in each of the five resource books are included on the above site and
are clearly labelled.
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Teachers’ Notes
About the Activities
The books in this series contain tasks that are divided into two types of activities:
ACTIVITY: These general activity pages require the use of the associated Wonders of the Rainforest
resource book. The pages have been divided into three sections:
1. Just the Facts: This section allows for quick information retrieval. There is no further research
required, and students should be able to gather the information that they need straight from
the resource book. Completing this section will provide students with a basic understanding of
the concept being explored. Questions are literal and relevant to the topic.
2. Creative Corner: This section requires students to apply their imagination and draw on analytical
skills to find responses to the questions posed, based on what they have read. The answers are
not in the text and in many cases there will be no right or wrong answers. The objective of
these activities is to get students thinking. Sometimes students might be asked to discuss
something with a partner. Sometime the questions might involve using another sheet of paper
for writing. Children should be encouraged to share their thoughts where possible. These tasks
also lend themselves to small group work where students are often more confident in sharing
information.
3. Think About It: This section extends on what the children have read in the resource book and
thought about in the Creative Corner section. The tasks are usually an opportunity for students
to be creative and to put themselves into another role, (e.g. Antarctica adventurer, Antarctic
animal). Many of these activities can be done as homework or can be completed in spare time.
CYBER CHALLENGE: These activities require an Internet connection. The sites are easily accessible by first going through the Ready-Ed website (www.readyed.com.au/urls/AYL) and onto the index
page for the Cool Antarctica link. Bookmark this page for ease of use.
Students should be given ample opportunity to explore the website before starting the activity.
Most tasks will require basic research skills and students should be proficient in navigating websites.
The activities have a varied format and students will find they may have to complete tables using
information at the site or they may have to write about something that the site focuses on (e.g. a
species of plant or animal). Sometimes the site is used merely as a springboard for ideas for the
student.
Curriculum Links
The activities in this series explore high interest themes across core subject areas such as Society
and Environment, Technology, Science and English. The themes provide a backdrop for creative
thinking strategies and different learning styles.
A table containing relevant learning outcomes is included on page 4. This information allows
teachers to measure students’ learning according to the subject area and particular strand. It is
up to the teacher to see exactly how this fits into their local curriculum documents. All information
in this book has been matched to the National Curriculum Framework.
Assessment
Detailed notes and assessment proformas have been included at the end of the activities. (See
page 50-53.)
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Teachers’ Notes
Promoting Creative Thinking
The following creative thinking strategies are used in this book:
Forced Analogies
The idea is to compare the problem with something else that has little or nothing in common,
and gaining new insights as a result.
Thinking about the effects of a highly unlikely situation.
Lateral Thinking
Looking at the problem in a different way, e.g. Aunty Annie is sitting knitting and three year old
Jacob is upsetting her by playing with the wool. One parent suggests putting Jacob into the
playpen. The other parent suggests it might be a better idea to put Annie in the playpen to
protect her from Jacob.
Applied Imagination
Use of prompting questions to elicit new ideas.
How could I adapt this? Modify, magnify, minimise, reverse, substitute, rearrange, combine
and so on. The line of questioning needs to be specific to the topic.
Problem Reversal
State the problem in reverse. Change a positive statement into a negative one.
Try to define what something is NOT.
Figure out what everybody else is not doing.
Change the direction or location of your perspective.
Flip-flop results – think about achieving the opposite of what you want to achieve, e.g. “I want
to increase my fitness. But how could I decrease my fitness?” Think about decreasing sales,
failing a test, etc.
Turn defeat into victory or victory into defeat, e.g. if I was stranded on the moon after a space
shuttle problem, what good would come out of it? I might end up travelling through a wormhole to another dimension.
If I failed a maths test, what good would come out of it? I might focus on doing twice as well in
my spelling test. Or I might start going to homework classes and meet new friends, and so on.
Brainstorms
Brainstorms, particularly when done with a partner or small group, are an excellent method for
exploring creative thinking. They can also lead on to mind-mapping®. Tony Buzan
(www.buzan.com.au) pioneered the concept in 1970. The technique is an effective method of
note-taking and useful for the generation of ideas by associations. Basically, the student starts
in the centre of the page with the main idea, and works outward in all directions, producing a
growing and organised structure composed of key words and key images, similar to a brainstorm
but with more meaning. It can be done with students of all ages.
Mind-maps can use imagery, colour and direction to illustrate a concept. Emotions and feelings
about the particular theme can be given as well.
For more information on mind-mapping, check out this website:
www
.mind-mapping.co.uk/mind-maps-examples.htm
www.mind-mapping.co.uk/mind-maps-examples.htm
Other Titles in this Series:
•Wonders of the Rainforest •Oceans Alive •World Cultures •Endangered Animals
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Teachers’ Notes
Cognitive and Affective Skill Areas
Fluency
Generating a number of ideas and then looking at the best option. This is based on the notion
that the more ideas generated, the more chance of being original.
Flexibility
Exploring a problem from a different perspective, e.g. through the eyes of someone else.
Addressing a situation from another point in time, or looking for a positive aspect rather than
concentrating on the negative aspects (problem reversal).
Originality
Thinking of new and innovative ideas to improve the functioning of objects.
Solving a range of problems by taking two old ideas and combining them to come up with
something new.
Elaboration
Expanding on an already existing idea or fact, perhaps adding a different slant.
Curiosity
Answering the who, what, where, when and why about a particular idea or thing.
Imagination
Students usually only have control over their own thoughts and ideas. Encouraging students to
develop their imagination allows them to pretend they are someone else or allows them to look
at something from another angle, often exploring things beyond the “safe” boundaries that
they most often operate in.
Risk Taking
Involves understanding that there can be many solutions to a problem and that one idea may
be better than another, however, this does not mean that the original idea is no longer valid.
It is important to note that individual brainstorming activities usually produce a wider range of
ideas than group brainstorming. Students feel less inhibited and less worried about other
people’s opinions which allows them to be more freely creative. Importantly, group work should
still be seen as a valuable learning tool as it does allow students to gather a certain perspective
that they may not have considered on their own.
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Relevant Websites
Encouraging Creativity
Thinking Skills - www.teachers.ash.org.au/researchskills/thinking.htm
Creative, Lateral, Logical Thinking - library.trinity.wa.edu.au/teaching/thinking.htm
Creativity Tool Kit - www.directedcreativity.com/pages/ToolsImagine.html
Mind Mapping - www.mind-map.com/
Teaching Thinking - www.teachingthinking.net/
Creative Thinking Techniques - www.virtualsalt.com/crebook2.htm
Creative Quotations - www.creativequotations.com/
The Thinking Classroom - learnweb.harvard.edu/alps/thinking/intro.cfm
Edward de Bono’s Resources - www.edwdebono.aust.com/debono/home.htm
BubbleDome - www.bubbledome.com/bubbledome.asp?Action=Story
Antarctica Websites
Working in Antarctica - www.aad.gov.au/default.asp?casid=2420
Australian Museum Antarctica - www.amonline.net.au/wild_kids/antarctica.cfm
Sights and Sounds of Antarctica - www.cybamuse.com/antarctica/
Penguin Image Gallery - www.geocities.com/RainForest/Canopy/2211/
Whale-Watching Web Antarctica - www.physics.helsinki.fi/whale/antarctica/antarctic.html
Antarctica Online - www.antarcticaonline.com/antarctica/home/home.htm
Mawson Station Webcam - www.aad.gov.au/asset/webcams/mawson/default.asp
Destination Education Antarctica links – www.destinationeducation.com/resources/
view_content_antarctica.shtml
March of the Penguins - wip.warnerbros.com/marchofthepenguins/
Gateway to Antarctica @ the University of Canterbury - www.anta.canterbury.ac.nz/
resources.shtml
Journey to the Frozen Continent - library.thinkquest.org/CR0215022/
In the Footsteps of Douglas Mawson - www.mawson.sa.gov.au/ie.htm
South Pole Experiments - astro.uchicago.edu/cara/southpole.edu/newexpts.html
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The Icy Continent
d
a
e
R
Activity
Read about Antarctica – The Last Land in the Cool
Antarctica resource book to help you complete the following.
Just The Facts
1. By what name was Antarctica known around 2000 years ago?
T _________________________________________________
2. What does this phrase mean?
__________________________________________________
3. What does the name “Antarctica” mean?
__________________________________________________
Creative Corner
Antarctica is the last of the earth’s continents to be explored by
humans. Do you think there could be land somewhere on our planet
that has not yet been discovered? Explain why or why not.
______________________________________________________
______________________________________________________
______________________________________________________
Think About It: Ice World
What if the earth contained nothing but icy
land? Imagine if the middle of Australia
contained icy flats rather than a hot and
dry outback.
Do you think humans could survive in this environment? Would
there be a variety of plants and animals?
TASK: On another sheet of paper, write about what you think an ice world would be
like.
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Discovering Antarctica
CYBER
Challenge
You will need access to the Internet or the
Cool Antarctica resource book to complete this activity.
Go to
www.readyed.com.au/urls/AYL/antarctica.htm
and click on the website for Page 11.
More than 230 years ago, many explorers went to the southern
part of the world in the hope of finding land. Read about some of
these amazing explorers at the website.
New Technology
When Antarctica was first discovered there were no telephones, no
computers, no mobile phones, no ipods, no film or video recorders
and no vehicles to drive around the continent.
Look at the table below. Add four more things (mod cons) that you
think might have been useful around the time of Captain Cook’s
first journey south in 1772. For each item that you list, explain
exactly what it could have been used for. Be as creative as you like.
Item
What it could have been used for
video camera
e.g. Record the moment when people first stepped onto land.
Record the first sighting of land.
microwave
e.g. To warm up a hearty lunch for the crew.
Check out Antarctica from Space at Site 22.
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Activity
The Cold Hard Facts
d
a
e
R
Read Antarctica’s Cold Hard Facts! in the Cool Antarctica
resource book to help you complete the following.
Just The Facts
1. Ice and snow cover _______% of the Antarctic continent.
2. Antarctica is buried by a thick later of ice and snow that is
about ________ kilometres thick.
3. An Antarctic winter means six weeks of total ______________.
4. How thick is the ice at the South Pole?
__________________________________________________
Creative Corner
What if humans had found their way to Antarctica thousands of
years ago? What do you think these people might be like? Write
your ideas below.
______________________________________
______________________________________
______________________________________
______________________________________________________
______________________________________________________
Think About It: A Long Day
An Antarctic summer has 24 hours of
daylight. Even at midnight it is still bright
and sometimes even sunny outside!
TASK: Write about all the changes you might have to
make in order to live through an Antarctic summer.
Also include the things you won’t be able to do.
Use the back of this sheet to make a list.
12
For example, you would
need to check your
watch to work out when
to go to sleep and you
wouldn’t be able to see
any stars!
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CYBER
Ice Features
Challenge
You will need access to the Internet or the
Cool Antarctica resource book to complete this activity.
Go to
www.readyed.com.au/urls/AYL/antarctica.htm
and click on the website for Page 13.
Click on the website and read about the icy features of Antarctica.
Complete the table below and write some cool facts for each one.
Draw a Picture
Feature
Cool Facts
Glacier
_________________
___________________
_________________
___________________
Description:
Iceberg
Description:
Ice Shelf
Description:
_________________
___________________
_________________
___________________
_________________
___________________
_________________
___________________
Cool Poetry
Write an icy cold poem about the frozen continent. You can
choose whatever type of poem you like. Write your poem on
another sheet and decorate your page with icy drawings.
Freezing examples:
LIMERICK:
ry frozen land d
ve
a
in
th
u
so
n
w
n
Way do
you can’t even sta
t
a
th
ld
co
g
n
zi
e
e
It is so fr
ld be bold
To live there wou be cold
You would always be canned!
would
And all your food
HAIK
Iceberg str U:
The cold icaight ahead,
Ice shelves y sea below,
all around.
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Activity
An Antarctic Adventurer
Read An Antarctic Adventurer in the Cool Antarctica
d
Rea resource book to help you complete the following.
Just The Facts
1. What is the name of one of Australia’s most famous Antarctic
explorers? __________________________________________
2. When did Mawson explore Antarctica? _________________
3. Mawson discovered new marine species on his travels. What
other things did he see and do?
__________________________________________________
__________________________________________________
Creative Corner
With a partner, brainstorm ALL the things you would need to organise
before going on a journey across the harsh Antarctic land.
An Antarctic Expedition
Think About It: A Fateful Journey
Imagine you are a famous explorer making a journey across
Antarctica 100 years ago. Disaster has struck! You are now alone.
TASK: Suppose you have a voice recorder with you and that you are not sure whether
you are going to make it back to camp alive. On another sheet of paper write what
your “final” recording could be. You might even like to use a voice recorder to
record your message.
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Disaster at Sea
CYBER
Challenge
You will need access to the Internet or the
Cool Antarctica resource book to complete this activity.
Go to
www.readyed.com.au/urls/AYL/antarctica.htm
and click on the website for Page 15.
Ernest Shackleton was an early explorer of Antarctica. Read all
about his journeys at the website and be sure to look at the amazing
images of his ship, Endurance, stuck in the ice.
Captain’s Log
Imagine you are a senior crew member on the Endurance on that icy
night. The captain, Ernest Shackleton, has asked you to write the final
entry into the ship’s log about what has happened. The website images
will show you what the shipwreck scene might have been like.
Final Log, 19th October, 1915
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
15
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The Amazing Race
d
a
e
R
Activity
Read The Amazing Race in the Cool Antarctica resource
book to help you complete the following.
Just The Facts
1. What was the race about? ____________________________
2. Who was the race between? __________________________
3. Who won the race? __________________________________
4. What happened to the other team? ____________________
__________________________________________________
Creative Corner
If no one had ever been to the South Pole before, then there would
not have been a sign post. How do you think the explorers knew
exactly where the South Pole was?
______________________________________________________
______________________________________________________
______________________________________________________
What do you imagine the South Pole to be like?
______________________________________________________
______________________________________________________
______________________________________________________
Think About It: Keeping It Cool
Think of all the things that could go wrong on an Antarctic journey.
What are the dangers and problems that the explorers often faced?
TASK: On another sheet, write an instruction page on how to avoid these UNCOOL
things. Be creative with your instructions. Draw a picture for at least two of your points
and then share your list with the rest of the class.
16
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At the Poles
CYBER
Challenge
You will need access to the Internet or the
Cool Antarctica resource book to complete this activity.
Go to
www.readyed.com.au/urls/AYL/antarctica.htm
and click on the website for Page 17.
The Icelands website talks about the North and South Poles. Visit
the website and play the game at the link above.
What did you score? ______________________
When you have finished playing the game, click on Cool Facts and read
about penguins and polar bears. Fill out the table below.
Ice Animals
PENGUINS
Where do
they live?
POLAR BEARS
e.g. South Pole, Antarctica
What do they
like to eat?
What are
their
hobbies?
Write one
cool fact:
Find a joke
about this
animal:
Imagine if penguins managed to swim to the
North Pole? On the back of this sheet, write
what you think might happen.
17
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Very Cool Plants
d
a
e
R
Activity
Read about the Very Cool Plants and Freezing Flora in
the Cool Antarctica resource book to help you complete
the following.
Just The Facts
Name some of the types of plants that are able to grow on Antarctic land.
• ________________ • ________________• ________________
In what sort of areas of Antarctica can you find these plants?
______________________________________________________
Creative Corner
Design a plant that you think could survive the FREEZING
conditions of Antarctica. Draw your plant and label the special
features it has. Explain your plant’s features to your classmates.
Make your plant as unusual as you like!
Think About It: Monster Plant Discovery
TASK: You are an Antarctic explorer and your crew have just arrived in a part of
Antarctica that no one has been to before. You have made a strange plant discovery.
Write all about your discovery on another sheet.
Be sure to think of a cool name your exciting new discovery!
18
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Ice Web Cam
CYBER
Challenge
You will need access to the Internet or the
Cool Antarctica resource book to complete this activity.
Go to
www.readyed.com.au/urls/AYL/antarctica.htm
and click on the website for Page 19.
Check out the Antarctica webcam at the website.
Ask your teacher if you can print out the image that you can see.
(If you are not able to print it then have a go at drawing the image.)
Paste or draw the picture here.
Where is the webcam located?
_________________________
What is the picture of? __________
Time the image was taken: _______
What was the temperature when the
picture was taken? ____________
What was the wind speed?
_________________________
Live from Antarctica
A strong Antarctic wind has blown you all the way from your
classroom to the Antarctic research station in the webcam picture!
What do you see around you? Describe what is going on, what you
will do while you are there and how you feel (e.g. pretty cold!).
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
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Activity
Antarctica’s Animal Life
Read Antarctica’s Animal Life in the Cool Antarctica
d
Rea resource book to help you complete the following.
Just The Facts
1. What is the largest land animal in Antarctica? ___________
2. How big is this animal? ______________________________
3. What are most of Antarctica’s animals classified as?
m_____________ or a________________
4. Name two types of animals that nearly became extinct.
• _______________________ • _______________________
5. Are there any reptiles slithering about Antarctica?___________
6. Are there any land mammals roaming around Antarctica?
__________________________________________________
Creative Corner
Suppose Antarctica had some unique land mammals
and reptiles that were not found anywhere else in the
world. What do you think they would be like?
Give them a cool name.
My Antarctic Reptile: __________________________
My Antarctic Mammal:_________________________
Draw them on another sheet and label some of their special features
that helped them to survive the icy cold environment.
Think About It: My Cold Life
TASK: If you could be an Antarctic animal, which one would it be? Give five reasons
why you would like to be this animal. Write your list on the back of this sheet.
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CYBER
Cool Animals
Challenge
You will need access to the Internet or the
Cool Antarctica resource book to complete this activity.
Go to
www.readyed.com.au/urls/AYL/antarctica.htm
and click on the website for Page 21.
Check out Site 1 to find out about some interesting Antarctic animals.
Click on the animals for more information. Fill out the table below
and then print out an animal to colour.
Name
e.g. Squid
Type of Animal
Marine Invertebrate
Special Features
Fins, long feeding
tentacles, 8 arms with 2
rows of suckers.
Antarctic Dinosaurs?
Visit Site 2 and see what used to roam around Antarctica millions
of years ago. Name four of the dinosaurs that scientists have found
fossils of. _______________________________________________
How do you think these dinosaurs were able to live in the cold?
______________________________________________________
______________________________________________________
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Marine Species
d
a
e
R
Activity
Read Meet the Marine Species in the Cool Antarctica
resource book to help you complete the following.
Just The Facts
1. True or False: There are more krill than any other marine species
in Antarctic waters. __________________________________
2. Why are krill important? ______________________________
__________________________________________________
3. What do krill eat? ___________________________________
4. Write one freaky fact about krill.
__________________________________________________
Creative Corner
Krill are often at the bottom of the Antarctic food chain. That means
that many animals rely on krill for food. Larger animals eat animals
that eat krill. An example of a food chain is:
Phytoplankton
Small Fish Squid
Penguin
Krill
What might happen to Antarctica’s wildlife if suddenly all of the
krill died? ______________________________________________
Think About It: Comic Creatures
In winter, krill do some strange things. Squid are a bit weird too.
TASK: On a large sheet of paper, create a funny comic strip with characters called
Squid and Krill. Don’t forget to use speech bubbles for the characters.
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CYBER
Cold Species
Challenge
You will need access to the Internet or the
Cool Antarctica resource book to complete this activity.
Go to
www.readyed.com.au/urls/AYL/antarctica.htm
and click on the website for Page 23.
Use your cyber research skills to learn about different types of animals
that live in Antarctica. List all of the different animals below.
Penguins
Seals
Whales
Other Animals
e.g. Adelie Penguin
All of these animals have special features which are called
adaptations. These features help the animals to survive the cold
and dry environment.
Pick two Antarctic animals and compare them.
Use the questions below as a guide but write your answers on another
sheet and draw a picture of each animal.
My Comparison: ______________ Vs _________________
What features do they have
in common?
What features are unique?
What things do they both eat?
What do they do differently?
Which animal do you think is
more suited to the cold
environment? Why?
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Wonderful Whales
d
a
e
R
Activity
Read Wonderful Whales in the Cool Antarctica resource
book to help you complete the following.
Just The Facts
1. What do whales do in summer? _______________________
2. What is the largest mammal in the world? _______________
3. What lengths can these mammals grow to? _____________
4. In the table below, list eight types of whales that swim south
to Antarctica in summer.
e.g. Blue whales
Creative Corner
Create an acrostic poem about whales that tells you some interesting
whale facts.
are mammals that live in the sea.
W hales
____________________________________________________
H _____________________________________________________
A _____________________________________________________
L _____________________________________________________
E _____________________________________________________
S _____________________________________________________
Think About It: A Whale of a Time!
TASK: Imagine you were shipwrecked in the middle
of the ocean and were swallowed whole by a whale.
Using another sheet of paper, write about what
happened and how you were saved.
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Whale Watching
CYBER
Challenge
You will need access to the Internet or the
Cool Antarctica resource book to complete this activity.
Go to
www.readyed.com.au/urls/AYL/antarctica.htm
and click on the website for Page 25.
There are lots of different whales at the website. Click on the blue
whale link. Make a whale fact file using the space below and include
the facts you think are the most important.
Blue Whale Fact File
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
Draw a diagram of a whale and label all of the whale’s features.
Extra
Check out REAL WHALE pictures:
www
.earthwindow
.com/blue.html
www.earthwindow
.earthwindow.com/blue.html
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Super Seals
d
a
e
R
Activity
Read Super Seals and other seal pages in the Cool
Antarctica resource book to help you complete the following.
Just The Facts
1. Over half of the world’s seals live in ____________________
2. What do seals eat? __________________________________
3. Name six types of seals found in the Antarctic region.
Creative Corner
Some Antarctic seals love lying around all day – usually all squashed
up together. Some of them are rather large and lazy.
What are some other things they could do instead? Make up some super seal
games and tricks. List them below.
_____________________________________
_____________________________________
_____________________________________
_____________________________________
Think About It: Seal Study
Choose one of the Antarctic seals to research.
TASK: Imagine you have actually been sent to Antarctica to study the seals. Explain
what seal you will study and why. Also outline how you will go about it. It might be
harder than you think!
Use another sheet of paper for your ideas.
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Elephant Seals
CYBER
Challenge
You will need access to the Internet or the
Cool Antarctica resource book to complete this activity.
Go to
www.readyed.com.au/urls/AYL/antarctica.htm
and click on the website for Page 27.
Visit the website and learn all about the elephant seal of Antarctica.
This seal is sometimes called the southern elephant seal so as not
to confuse it with the northern elephant seal which lives around the
coastal regions of North America.
Hunt around Site 1 to find to help you complete the boxes.
1. Why is this seal
called an “elephant”
seal?
6. What is the
scientific name for
this type of seal?
2. What are male
elephant seals called
and what are female
seals known as?
3. How long was the
biggest elephant
seal ever?
5. What do these
seals like to eat?
4. Why can’t these
seals move around
on land like the other
seals?
Extra
Have a look at some elephant seal images at Site 2. Have a go at writing a silly
rhyming poem about the elephant seals of Antarctica.
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Playful Penguins
d
a
e
R
Activity
Read Playful Penguins and Penguins – Special Features
and other seal pages in the Cool Antarctica resource book
to help you complete the following.
Just The Facts
1. Can penguins fly? ___________________________________
2. Name seven types of penguins found in Antarctica.
__________________________________________________
__________________________________________________
3. List some other places where penguins are found.
__________________________________________________
4. Penguins’ flippers have developed from w____________ that
they did not use.
5. True or False: Penguins move more easily on land than they do
in water. ___________________________________________
Creative Corner
DISCUSS WITH A CLASS MATE:
Why do you think there are no penguins at the North Pole?
What features might be different between penguins that live
near the equator and the Antarctic penguins?
Think About It: Fix a Penguin
Penguins have a lot of special features that
are suited to their cool, wet habitat. These
features include: flippers; scaly feathers;
streamlined bodies; blubber; paddle-shaped
feet; penguin’s black and white feathers.
TASK: Think of another feature which would be really
useful to the penguins. Draw your “new and improved”
penguin in the box and describe how the new feature helps
the penguin.
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Penguin Profile
CYBER
Challenge
You will need access to the Internet or the
Cool Antarctica resource book to complete this activity.
Go to
www.readyed.com.au/urls/AYL/antarctica.htm
and click on the website for Page 29.
The king penguin is the second largest of all of the penguin species.
It is almost one metre tall. King penguins are known for their bright
colours along the sides of their heads. Have a look at the website to
learn more and then fill out the penguin profile below.
Penguin Profile
Scientific name: __________________________________________
Description: _____________________________________________
Moves about on land by: ________________________________
About the chicks: _____________________________________
Who keeps the king penguin eggs warm? _____________________
If another penguin gets too close then _______________________
_____________________________________________________
Some people say that penguins are like little kids and some say
they are more like old men in dinner suits. Penguins do some funny
things in Antarctica.
What do you think about penguins? What is it about them that makes people
laugh. Write some ideas below.
Funny Penguins
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Emperor Penguins
d
a
e
R
Activity
Read Impressive Emperors and Emperor Breeding
Season in the Cool Antarctica resource book to help you
complete the following.
Just The Facts
1. How tall are the largest emperor penguins?______________
2. About how many of these penguins live in Antarctica?_____
3. Where do they spend three quarters of their life?
__________________________________________________
4. What do the emperor penguins do to keep warm?
__________________________________________________
Creative Corner
Do you think penguins could adapt to survive in a desert?_____
Give reasons for your answer. ____________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Design a penguin that might be suited to a hotter environment.
You will need a blank sheet of paper. Draw your penguin and label
its special features. Describe how these features will help the penguin
to survive in the heat.
Think About It: The Emperor’s New Family
TASK: Imagine you are a male emperor penguin in charge of keeping the new egg
warm. Write a funny story about what you have to do. Use another sheet of paper for
your story and draw a picture to illustrate.
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Design a Penguin Home
CYBER
Challenge
You will need access to the Internet or the
Cool Antarctica resource book to complete this activity.
Go to
www.readyed.com.au/urls/AYL/antarctica.htm
and click on the website for Page 31.
Have a peek at the penguin pics at the websites. Site 1 shows the
image of a new emperor chick that has been born at America’s
Seaworld. The penguin chick is kept in a special enclosure that
“imitates” the Antarctic environment.
Have a look at Site 2 for some video clips of penguins live in action.
Penguin Pen
Design and draw an enclosure for penguin chicks that could be used at your local
zoo. Label all the features of your enclosure that will allow the penguin chick to
survive. You will have to work out a way to make it cold as well as have plenty of
water and slippery icy slopes.
Play the Penguin Parade game:
http://magma.nationalgeographic.com/ngexplorer/0511/games/game_intro.html
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Activity
Adelie Penguins
d
a
e
R
Read Adorable Adelie Penguins in the Cool Antarctica
resource book to help you complete the following.
Just The Facts
1. Where do Adelie penguins live? _______________________
2. What is a rookery? __________________________________
__________________________________________________
3. What do Adelie penguins do in winter? _________________
4. How may “pairs” of Adelie penguins live in Antarctica? ___
5. True or False: Most penguins stay with the same mate forever.
Creative Corner
Did you know that many people call dinner suits “penguin suits”?
Which penguin do you think is the best dressed? Write a
funny fashion guide for each of the penguin species below.
Adelie penguins
Emperor penguins
Think About It: Pick a Penguin
Of all the penguins in Antarctica which type is your favourite? On the back of this sheet,
write a paragraph to say why. You might like to turn your answer into a poem.
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Adorable Adelies
CYBER
Challenge
You will need access to the Internet or the
Cool Antarctica resource book to complete this activity.
Go to
www.readyed.com.au/urls/AYL/antarctica.htm
and click on the website for Page 33.
Check out the adorable Adelie penguins at the website. Write a
cool caption for six of the photos that describe what the penguins
are doing. Draw or paste a copy of the photos into the boxes below.
E.g. Adelie penguins spy some
chewing gum stuck to the ice.
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Activity
Cheeky Chinstraps
d
a
e
R
Read Cheeky Chinstraps in the Cool Antarctica resource
book to help you complete the following.
Just The Facts
1. Name two islands that chinstrap penguins live on.
__________________________________________________
2. Some chinstrap penguins live on icebergs
in the middle of the ocean.
True
False
3. Why are they called chinstrap penguins? ________________
__________________________________________________
Creative Corner
What explanation can you think of for the “chinstrap” on these
penguins. See if you can come up with a real or scientific reason as
well as a ridiculous reason!
Real reason:___________________________________
_____________________________________________
_____________________________________________
Ridiculous reason: _____________________________
_____________________________________________
_____________________________________________
Think About It: Penguins at Play
Read about how researchers “tag” penguins to study them.
TASK: Write about what you would like to study if you were a penguin scientist.
______________________________________________________
______________________________________________________
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Arctic Bird’s Journey
CYBER
Challenge
You will need access to the Internet or the
Cool Antarctica resource book to complete this activity.
Go to
www.readyed.com.au/urls/AYL/antarctica.htm
and click on the website for Page 35.
Read about the Arctic tern at the website. This bird is quite amazing.
It breeds near the North Pole and then flies all the way south to
Antarctica.
Quick Facts
1. How far does this
bird fly each year?
________________
2. What happens just
before these birds
set off on their long
journey?
_______________
_______________
_______________
Draw this bird and label its
special features.
View From Above
Imagine you are a tern and have just started your migration south
to Antarctica. Write about what you will be flying over today. Give
details of what you think you will see.
______________________________________________________
______________________________________________________
______________________________________________________
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Learning About Antarctica
dd
a
e
R
Rea
Activity
Read Learning About Antarctica and Research Stations in
the Cool Antarctica resource book to help you complete
the following.
Just The Facts
1. Where do the scientists that work in Antarctica come from?
__________________________________________________
2. How many research stations are now in Antarctica? ______
3. List six things scientists study at the bases in Antarctica.
Creative Corner
Read about the research stations in the Cool Antarctica resource
book. Brainstorm with a partner and list ways that how finding out
about Antarctica can help us.
Antarctic Research
Think About It: Hot or Cold
TASK: Imagine you are a scientist that researched animal adaptations. Would you
rather work in the freezing conditions of Antarctica or the hot conditions of the
Australian Desert? Write your answer on another sheet of paper and list five reasons
for your choice.
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Antarctic Research
CYBER
Challenge
You will need access to the Internet or the
Cool Antarctica resource book to complete this activity.
Go to
www.readyed.com.au/urls/AYL/antarctica.htm
and click on the website for Page 37.
Visit the website and read some of the questions that students have
asked real researchers in Antarctica. Some of the answers are very
interesting!
Be a Cool Scientist
What would you like to study in Antarctica? Choose something that
interests you and think of an experiment you could do. Think of a way
that you could test your experiment. Some examples might include:
How warm does it get at the South Pole during summer?
How much does a penguin eat?
How much does it snow in one day?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Check Out
Check out this site to learn how you can submit an
Antarctic experiment for study:
astro.uchicago.edu/cara/southpole.edu/newexpts.html
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Cool Living
d
a
e
R
Activity
Read Cool Living in the Cool Antarctica resource book to
help you complete the following.
Just The Facts – True or False
1. In winter there is no sunlight at all in Antarctica.
True
False
2. Antarctica is easy to get to from Australia and
New Zealand.
True
False
3. Supplies and equipment are sent to Antarctica
by ship.
True
False
4. Some of the Antarctic bases look like giant
freezers.
True
False
5. Planes cannot fly to Antarctica.
True
False
Creative Corner
You’ve just touched down for the very first time on Antarctic soil. Think about what
your five senses might tell you. Complete the following.
I can see … _________________________________________________
I can smell …________________________________________________
I can touch … _______________________________________________
I can hear … ________________________________________________
I can taste … ________________________________________________
Think About It:
TASK: Write about the view you think you might see as
you come into land on the ice. Pretend you are the
pilot of a navy plan that takes workers to Antarctica.
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Living in Antarctica
CYBER
Challenge
You will need access to the Internet or the
Cool Antarctica resource book to complete this activity.
Go to
www.readyed.com.au/urls/AYL/antarctica.htm
and click on the website for Page 39.
At the website you can find answers to some of the most asked questions
about working and living in Antarctica. Have a good look around the
website and see what it would be like to be a worker on the ice!
Make a list of four questions that you
would like to ask an Antarctic worker:
1. _____________________________________________________
2. _____________________________________________________
3. _____________________________________________________
4. _____________________________________________________
Find out what you can about these things:
What do people wear? ___________________________________
__________________________________________________
What do people eat? ____________________________________
__________________________________________________
What do they do in their spare time? __________________________
__________________________________________________
My Day in Antarctica
What would you like to do if you had a day to spend
in Antarctica – what sights would you like to see?
_______________________________________
_______________________________________
_______________________________________
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Getting About
d
a
e
R
Activity
Read Getting About and Ice Bus in the Cool Antarctica
resource book to help you complete the following.
Just The Facts
1. List four ways you can get around once you’ve landed in Antarctica.
• _________________________ • _______________________
• _________________________ • _______________________
2. What happens to snow mobiles at night?________________
__________________________________________________
3. How many people can a skidoo carry? _________________
4. How many people can a quad carry? __________________
Creative Corner
Design a new vehicle for getting around on the ice. Label your
vehicle and draw all the special gadgets it has for sliding over
the slippery slopes of Antarctica. Explain to the class how your
vehicle will work and think of a clever name for this new invention.
Think About It: Antarctic Bus Driver
TASK: On another page, write a funny story about being the driver of Ivan the Terra
Bus.
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People in Antarctica
CYBER
Challenge
You will need access to the Internet or the
Cool Antarctica resource book to complete this activity.
Go to
www.readyed.com.au/urls/AYL/antarctica.htm
and click on the website for Page 41.
Find out what it is like to live and work in Antarctica by clicking on the
questions at the website. Hunt down some answers to the questions.
Does it rain in
Antarctica?
Is there a rubbish
truck in Antarctica?
How do people survive the
cold in Antarctica?
Are there children
in Antarctica?
Now, make your way to Site 2
Write your two favourite jokes
from this website.
1. ________________________
_________________________
_________________________
_________________________
2. ________________________
_________________________
_________________________
_________________________
Make up two of your own
“Antarctic” jokes.
• ________________________
________________________
________________________
________________________
• ________________________
________________________
________________________
________________________
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Activity
Daily Life
d
a
e
R
Read Daily Life and Away from the Base in the Cool
Antarctica resource book to help you complete the following.
Just The Facts
1. What are some things that Antarctic workers have to get used
to?________________________________________________
2. What are some foods that workers eat when they are away
from the base? _____________________________________
3. What do you need to take with you if you go outside during
summer? __________________________________________
4. Where do workers sleep if they are away from a base?
__________________________________________________
Creative Corner
FINISH THIS STORY:
It had been a long sunny night in Antarctica and it was time to drag
myself out of the tent to brave the morning cold. I opened the flap
of the tent to get a peek at what the day ahead was going to be
like. I could not believe my eyes! There right before me was …
___________________________________________
___________________________________________
___________________________________________
___________________________________________
Think About It
You have been sent to study the wind speeds in the middle of
Antarctica and have to stay overnight in a field hut.
TASK: Make a list of everything that you think this hut might have in it. It is only one
room and there is enough room for you to lay out your sleeping bag. On another
sheet of paper, draw and label a bird’s eye view of your hut.
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Into the Future
CYBER
Challenge
You will need access to the Internet or the
Cool Antarctica resource book to complete this activity.
Go to
www.readyed.com.au/urls/AYL/antarctica.htm
and click on the website for Page 43.
The photos at this website show you a lot of the sites that you would
see if you were able to travel to Antarctica. Have a good look around
and click on the headings for more photos.
Once you’ve explored the site, write a paragraph to answer
each of the questions below.
Antarctica
RIGHT NOW
What would you expect to see if you went to Antarctica today?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Antarctica of the Future
What would you expect to see if you travelled to Antarctica
50 years into the future? ______________________________
__________________________________________________
What things do you think might have stayed the same?
__________________________________________________
What differences do you think you might see? ___________
__________________________________________________
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Beating the Cold
d
a
e
R
Activity
Read Beating the Cold and Snow School in the Cool
Antarctica resource book to help you complete the following.
The human body must adapt to the freezing cold temperatures in Antarctica.
Just The Facts
1. What feature do Antarctic animals have that keeps them warm?
__________________________________________________
2. How do humans keep warm? _________________________
3. List some things that can happen to the human body when cold.
• _________________________________________________
• _________________________________________________
Creative Corner
Write an acrostic poem about ways to keep warm on the ice.
O - __________________________
N - __________________________
THEICE-
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
Think About It – Snow Survivor!
o with
I live in an iglo
f ice,
Great walls o
times
Lots of cool
ry floor,
On the slippe
ool!
Oh, it’s SO c
You can actually stay quite warm in the snow if you can protect
yourself from the wind and falling snow.
TASK: On another sheet design a survival pack that you must take whenever you
leave the base. Draw and label the pack and make a list of everything that you think
should be in it. You can only include ten things.
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Wacky Weather
CYBER
Challenge
You will need access to the Internet or the
Cool Antarctica resource book to complete this activity.
Go to
www.readyed.com.au/urls/AYL/antarctica.htm
and click on the website for Page 45.
Read all about the crazy weather that happens in Antarctica. Also
look out for some very cool light displays. These are called the
Southern Lights or Aurora Australis. You can also see some very
cool images of these amazing sky shows at Site 2
2.
Weather Watcher
You have been sent to Antarctica to study weather patterns. Write
a report of what you have found. Include some of the light features
below in your report. Don’t worry about explaining how they work
– leave that for scientists – just write about what you saw!
You may like to present your report as a slideshow on the computer.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
There are some very colourful sky pictures at Site 2
2..
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Antarctic Slang
d
a
e
R
Activity
Read Antarctic Slang in the Cool Antarctica resource book
to help you complete the following.
Just The Facts
What do these slang words mean in Antarctica?
Scradge –
_________________________________________
Tin dog –
_________________________________________
Boomerang –
___________________________
Helo –
___________________________
Pit –
___________________________
City mice -
_______________________
Creative Corner
Look at all of the Antarctic words in the resource book, especially
the ones on the back pages. Write a whole story using as much
Antarctic slang as you can!
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Think About It – Cool Slang!
TASK: Have a go at making up some icy Antarctic slang words of your own. On
another sheet, write down what they could mean.
Here is an example:
Snowzone layer – the icy cold snowy atmosphere.
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Food Web Puzzle
CYBER
Challenge
You will need access to the Internet or the
Cool Antarctica resource book to complete this activity.
Go to
www.readyed.com.au/urls/AYL/antarctica.htm
and click on the website for Page 47.
In your job as a wildlife reporter, you need to know how the Antarctic
food webs work. Have a look at the website and see if you can drag
all of the animals to the right places on the chart. There are clues
to help you along the way. Click on the arrows and see how you go.
When you have finished name or draw the animals in the boxes
labelled below.
Top Level
Carnivores
(This means that they
hunt animals but noone hunts them!)
Carnivores
(Eat animals)
Omnivores
(Eat plants and
animals)
Herbivores
(Eat only plants)
Producers
(At the bottom of
the food chain)
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Travel to Antarctica
d
a
e
R
Activity
Read Antarctic Slang in the Cool Antarctica resource book
to help you complete the following.
Just The Facts
1. List some sights you could see in Antarctica.
__________________________________________________
__________________________________________
2. Do cruise ships travel to Antarctica?__________
3. Can tourists fly over Antarctica? _____________
4. What is a “whiteout”?______________________
________________________________________
Creative Corner
You have been asked by Frozen Fun Tours to design a flyer.
Include all the things that the tour will take in. Find some images to
add to your brochure. Ask your teacher if you can create your flyer
using the computer.
Think About It – Ice Tourists
TASK: What do you think about tourists visiting and staying in Antarctica? Do you
think it is a good idea? Write your thoughts below.
______________________________________________________
______________________________________________________
______________________________
______________________________
______________________________
______________________________
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Antarctic Quiz
CYBER
Challenge
You will need access to the Internet or the
Cool Antarctica resource book to complete this activity.
Go to
www.readyed.com.au/urls/AYL/antarctica.htm
and click on the website for Page 49.
Check into Site 1 and use your cyber research
skills. You will have to be super clever to find
the icy answers to these cool questions. Hint:
you’ll have to scroll past the information about
the South Pole!
Quiz Time
1. How high is the South Pole above sea level? ___________
2. What is the tallest mountain in Antarctica? ____________
________________________________________________
3. In Antarctica there is a place called Dry Valleys. When
was the last time it rained there? ____________________
4. In what part of Antarctica would you find the longest
glacier in the world? _______________________________
5. How long is this glacier? ___________________________
6. How much of an iceberg is actually above the water?
________________________________________________
7. What building would you find at Grytviken?
________________________________________________
8. Are dog teams still used to pull sleds in Antarctica?
________________________________________________
Go to Site 2 and see if you can solve the slider puzzle.
What is the slider puzzle picture of? ___________________
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Assessment and Evaluation
Evaluation and assessment complete the model for any learning experience.
It is often difficult to assess creativity as many students need the right outlet
for their learning. Some students will perform better with oral presentations,
some will shine in class discussions, others will display initiative in the design
process while many will demonstrate their understanding through written
assignments.
These are only a sample of the questions that need to be addressed at the
evaluation stage:
•
•
Did the student communicate effectively in written form?
Did the student apply his/her imagination?
Did the student demonstrate critical and creative thinking skills?
Critical thinking includes the ability to evaluate, compare, analyse, detect
bias, distinguish fact from opinion, see causal connections, draw conclusions
and form effective arguments. All of these skills can be developed at junior/
middle primary level. Creative thinking, also an important element of effective
thinking skills, involves the ability to challenge assumptions and think outside
rigid mental sets so it is very important that teachers understand how students
have performed in the Creative Corner sections of activity pages.
Assessment Sheets
Pages 51-53 contain assessment forms to be used at the teacher’s discretion.
The forms have been tailored to particular activities and have been categorised
as follows:
•
•
•
Written Information
Creative Thinking Evaluation
Student Self-Assessment
The students should be encouraged to complete a self-assessment form as
they complete activities where the teacher feels that there are opportunities
for reflection. Ideally, these sheets can be set up in a box as part of a learning
centre. Teachers can then use these forms to help them assess the students’
understanding of the learning process.
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Teacher Assessment 1
Written Information
•
This assessment proforma is designed to evaluate activities that require
creative written accounts and tasks.
Student Name: ____________ Task Card: _______________
YES N O
Did the student understand the task?
What creative thinking strategies did he/she employ to complete
the task? _____________________________________________
_____________________________________________________
Displaying Information:
Did the student demonstrate confidence in sharing his/her
learning experience with the class?
Presentation:
Was the layout eye-catching?
Were appropriate materials used to enhance presentation?
(e.g. images/drawings)
Did the student proof read their work?
Has the student shown flair and imagination in their work?
Research Skills:
Did the student grasp the main concept of the task?
Has the student shown evidence of library or multimedia
research?
Has the student demonstrated proficiency in using the Internet
as a research tool?
Extra comments:
___________________________________________________
___________________________________________________
___________________________________________________
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Teacher Assessment 2
Creativity
•
This assessment proforma is designed to evaluate student creativity and
thinking skills.
Student Name: ____________ Task Card: _______________
YES N O
Did the student understand the task?
What creative thinking strategies did he/she employ to complete the task?
___________________________________________________________
___________________________________________________________
Creative Thinking Evaluation:
Did the student demonstrate confidence in sharing his/her work
with the class?
Cognitive and Affective Skills:
Fluency - Did the student generate a number of ideas?
Flexibility - Did the student look at the problem from another
perspective?
Originality - Were new and innovative ideas drawn upon?
Elaboration - Did the student expand on already existing ideas?
Curiosity - Did the student seek out answers and facts?
Imagination - Did students venture beyond the “safe”
boundaries?
Risk Taking - Did the student explore a number of solutions to
the problem ?
Reflection:
Did the student reflect on his/her work and suggest changes?
Did the student show competency in using the creative thinking
strategies (e.g. brainstorming, applied imagination, problem
reversal)?
Extra comments:
___________________________________________________
___________________________________________________
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Student Self-Assessment
Complete this sheet after completing each of the task cards.
Name:___________________ Task Card: _______________
Strongly Disagree
that describes how you feel.
Disagree
Read the statements below and then colour the circle
Agree
Think About ...
Strongly agree
1.Explain in your own words what the task was asking:__________________
______________________________________________________
______________________________________________________
2.What strategies did you use to complete the task? ___________________
______________________________________________________
______________________________________________________
3.How did you share your learning experience with the class? _____________
______________________________________________________
4.The aspect you enjoyed most about this activity was: (Give reasons.) ______
______________________________________________________
______________________________________________________
5.The part you liked least about this task was: _______________________
______________________________________________________
______________________________________________________
6.How could you have improved your learning experience? _______________
______________________________________________________
I enjoyed this task.
I learnt new things during this task.
I enjoy sharing my work with the class.
I feel my work could be improved.
This task gave me something to think about.
I was unsure of what this task required.
I would like to research this task further.
I was satisfied with my end result.
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Further Assessment Tools
Online Creativity Tests and Resources
Creativity Assessment Index
www.creativelearning.com/Assess/
Crayola.com - The Power of Creativity
www.crayola.com/parents/powercreativity/quizes/print_teachers.cfm
Smarter Kids.com
www.smarterkids.com/
Fostering Academic Creativity in Gifted Students
www.kidsource.com/kidsource/content/academic_creativity.html
Six Thinking Hats
www.edwarddebonofoundation.com/
Creativity in Young Children - ERIC Digest
www.ericfacility.net/ericdigests/ed306008.html
References:
Torrance, E. Page (1977). Creativity in the Classroom. Washington,
DC: National Education Association.
EXTRA! In the Footsteps of Sir Douglas Mawson
Visit this very cool site to learn more about this Antarctic Adventurer.
www.mawson.sa.gov.au/ie.htm
Click ENTER at the site.
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Cool Antarctica Answers
The Icy Continent: Activity (P. 10)
Wonderful Whales: Activity (P. 24)
1. Terra Australia Incognita; 2. Unknown southern land; 3. 1. Whales swim south to cold water and stock up on food to
build up their blubber; 2. Blue whale; 3. Up to 30 metres;
Opposite the arctic, opposite the bear constellation.
4. Blue whales, minke, killer, fin, right, southern bottlenose,
humpback and sei whales.
The Cold Hard Facts: Activity (P. 12)
1. 98; 2. Two; 3. Darkness; 4. Four kilometres.
Super Seals: Activity (P. 26)
An Antarctic Adventurer: Activity (P. 14) 1. Antarctica; 2. Krill, fish or squid; 3. Fur, crabeater,
1. Sir Douglas Mawson; 2. Between 1911 and 1914; 3.
Mawson recorded weather patterns, studied the geology
of Antarctica and mapped the coastline.
The Amazing Race: Activity (P. 16)
1. The race was to be the first person to stand at the
South Pole; 2. Captain Robert Falcon Scott (from Britain)
and Roald Amundsen (from Norway); 3. Amundsen; 4.
Scott made it to the South Pole about 3 weeks later. His
group died during a blizzard on their return.
Very Cool Plants: Activity (P. 18)
1. Fungi, algae, mosses, lichens, crytpoendoliths,
liverworts; 2. Mainly on rocky coastal areas and
sometimes inside the ice or clear rock.
Weddell, leopard, Ross and elephant seals.
Elephant Seals: Cyber Challenge (P. 27)
1. Because they have a trunk-like nose and are also rather
large compared to other seals.; 2. Males – bulls, females –
cows; 3. Over 6 metres; 4. These seals are really large and
heavy and their flippers can’t support them; 5. Fish, squid
and sometimes penguins; 6. Mirounga leonina.
Playful Penguins: Activity (P. 29)
1. No; 2. Emperor, Adelie, King, Chinstrap, Rockhopper,
Gentoo, Macaroni; 3. Africa, Australia, New Zealand,
Galapagos Islands; 4. Wings; 5. False.
Penguin Profile: Cyber Challenge (P. 30)
Penguin Profile: Scientific name = Aptenodytes patagonica;
Antarctica’s Animal Life: Activity (P. 20) Description = Blue-black back with white belly, golden
1. The wingless midge; 2. The size of a fly; 3. Marine or
aquatic; 4. Whales and seals; 5. No; 6. No.
Marine Species: Activity (P. 22)
1. True; 2. Most marine species depend on krill as a food
source; 3. Phytoplankton (microscopic plants); 4. Answers
will vary but may include the fact that krill are known to
eat each other when food supplies are low.
Cold Species: Cyber Challenge (P. 23)
PENGUINS
e.g. Adelie penguins
Chinstrap penguins
Gentoo penguins
King Emperor penguins
WHALES
Blue whales
Fin whales
Humpback whales
Minke whales
Orca whales
Killer whales
Sei whales
Sperm whales
SEALS
Weddell seals
Crabeater seals
Fur seals
Leopard seals
Elephant seals
OTHER ANIMALS
Krill
Albatross
Antarctic skua
Snow petrel
Giant petrel
Antarctic tern
swish outlined in bold black on sides of head and grows to
almost a metre tall; Moves on land by running not hopping;
The chicks are hatched from greenish-white eggs and
quickly become covered in brown woolly fuzz that keeps
them warm; The mother and father take turns to keep the
egg warm before it hatches; If another penguin gets too
close then it will get a nasty jab or flipper slap.
Emperor Penguins: Activity (P. 32)
1. Nearly 1.5 metres; 2. About 350,000; 3. In the freezing
water; 4. They huddle together in groups and take turns
moving to the middle of the circle to warm up.
Adelie Penguins: Activity (P. 34)
1. Mainly on the Antarctic Peninsula and surrounding
islands; 2. A rookery is a place where penguins and other
bird species gather to breed and raise their young; 3. In
winter, Adelie penguins move to warmer areas off the
Antarctic continent; 4. There are more than 2.5 million
pairs of Adelie penguins in Antarctica; 5. True.
Cheeky Chinstraps: Activity (P.39)
1. Shetland Island and Seal Island; 2. True; 3. They have a
clear thin curved line of black feathers running under their
chin.
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Cool Antarctica Answers
Arctic Bird’s Journey: Cyber Challenge
(P. 35)
1. Over 35,000 kilometres; 2. Immediately before beginning a
migration, a noisy colony of birds suddenly becomes quiet, and
they all take to the air and fly away. The word “dread” is used to
describe this behaviour.
Learning About Antarctica: Activity (P. 36)
1. From all over the world; 2. More than 100 research stations;
3. Answers will vary. Check the resource book.
Cool Living: Activity (P. 38)
1. True; 2. True; 3. True; 4. True; 5. False.
Getting About: Activity (P. 40)
1. Hagglunds, skidoos, Ivan the Terra Bus, helicopter, fixed wing
planes, walking; 2. They need to be plugged into electric heaters
to stop their engines from freezing; 3. Two people; 4. One
person but up to 90 kilograms of cargo.
Daily Life: Activity (P. 42)
1. Sleeping during the 24 hour sunlight, eating lots of packet
food, living in freezing conditions and so on; 2. Freeze-dried
foods and snacks like chocolate bars, crackers and packet soups;
3. Special UV protective sunglasses; 4. In a hut or sometimes a
tent.
Beating the Cold: Activity (P. 44)
1. They have a layer of blubber or dense fur; 2. Humans must
wear layers of protective clothing to stop their bodies from losing
heat; 3. Answers include: Heat loss from head and neck,
numbness, waxy feeling in fingers and toes, pale skin, shivering,
weakness and tense muscles.
Antarctic Slang: Activity (P. 46)
1. Scradge – food; Tin dog – another name for a skidoo;
Boomerang – A plane flight to Antarctica that has to turn back
before it gets there due to bad weather; Helo – helicopter; Pit –
another term for a bed; City mice – Support workers that only
stay on the main bases and do not go out into the field.
Travel to Antarctica: Activity (P. 48)
1. Amazing scenery, colourful sunsets, fascinating wildlife, and
so on; 2. Yes but the passengers don’t often get off them; 3. Yes
but it can be dangerous; 4. A whiteout occurs when a pilot can’t
tell the difference between the snow-capped mountains and the
snow white sky.
Antarctic Quiz: Cyber Challenge (P. 49)
2. 3836 metres; 2. The Vinson Massif (4897 metres); 3. 2 million
years ago; 4. East Antarctica; 5. 515 kilometres long; 6. Only
one fifth is visible; 7. The most southernmost church in the
world; 8. No. They were banned to protect the seals.
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