dlese.org|1007936
In this lesson students will discover the differences between Arctic and Antarctic terrains, learn the hardships imposed on polar explorers by climate and terrain, and explain how modern technologies have expedited polar exploration. The teacher will read the opening to this lesson to the class and initiate a discussion about the hardships inherent in polar exploration and what preparations are necessary to undertake a trip there. The students will then explore Web sites about famous expeditions to the North and South Poles, work in small groups and study in more detail a specific journey, and brainstorm about what they would need to do to prepare for such a journey. Each group will create a log of a journey that describes some of the hardships. As an extension, students can research modern-day exploration of the poles to learn what is left to discover.
Summary
| Subject keyword(s) | Astronomy, Collecting data, Earth's water, Earth and space science, Earth science, Education, Geography, Geoscience, History of science, Information and communications technology, Natural hazards, Observing, Oceans, Physical geography, Physical sciences, Science, Science and technology, Science as inquiry, Science process skills, Scientific habits of mind, Social Sciences, Space Science, Space sciences |
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| Grade level | Middle School, Vocational/Professional Development Education |
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| Intended audience | Educator |
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| Resource type | Instructional Material |
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| Resource format | text, text/html |
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| Rights | Copyright 2004, National Geographic Society. All rights reserved. |
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Found in collection(s)
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| Title | DLESE Community Collection |
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| Link | http://www.dlese.org/ |
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| Description | The Digital Library for Earth System Education (DLESE) mission is to improve the quality, quantity, and efficiency of teaching and learning about the Earth System, by developing, managing, and providing access to high-quality educational resources and supporting services through a community-based, distributed digital library. Intended users include students, educators and citizens of all ages, in both formal and informal learning environments. The collection favors resources that convey linkages and connections; the general with the specific, theory with evidence, global with local, and that demonstrate the application of science to solving real world problems. This includes providing access to Earth data sets and imagery, and the tools and interfaces that enable their effective use. DLESE resources are community-contributed, by individuals, organizations, and formal collection efforts. |
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| Title | Middle School Portal: Math and Science Pathways (MSP2) |
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| Link | http://msteacher2.org/ |
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| Description | The Middle School Portal 2: Math and Science Pathways (MSP2) supports middle grades educators with high-quality, standards-based resources and promotes collaboration and knowledge-sharing among its users. Educators use MSP2 to increase content knowledge in science, mathematics, and appropriate pedagogy for youth ages 10 to 15. MSP2 employs social networking and digital tools to foster dynamic experiences that promote creation, modification, and sharing of resources, facilitate professional development, and support the integration of technology into practice. MSP2 is a project of the Ohio State University College of Education and Human Ecology, National Middle School Association, and Education Development Center, Inc., and is funded by the National Science Foundation. The partners integrate resources, tools, and services across projects, and support multiple methods of resource discovery to meet the needs of this audience. |
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Content contained within the resource
Check out: X1: Globe Projector - Standard #1: How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective - Crack the Code - Lewis and Clark Expedition: Create Your Own Adventure - The Red Album To the Ends of the Earth: Research in Polar SeasAfrica's Struggle With AIDSChimps, Humans, Thumbs, and ToolsContour Maps With DOGSTAILSGIS: Helping to Save the African WildLatitude, Longitude, and MapmakingMapping MarsOil and Water in the Middle East RegionSeeing the Human Impact on Africa: What Can You Learn From a Plane?What Makes a Group?Complete Index To the Ends of the Earth: Research in Polar Seas Overview: Winter darkness, intense cold, and ice cover have hindered explorations at the Poles, and the oceans around them are the most remote and least explored on Earth. The Arctic Ocean is water surrounded by land; the Antarctic continent is frozen land surrounded by water. But both climates and the hardships they impose defied explorers until the 20th century. Even now, polar exploration is limited to summer months. In this lesson students will learn about famous explorers of the polar regions and have a simulated polar exploration of their own. Connections to the Curriculum: Geography, social studies, history, English Connections to the National Geography Standards: Standard 1: "How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective" Standard 8: "The characteristics and spatial distribution of ecosystems on Earth's surface" Time: Two to three hours Materials Required: Computer with Internet access Lined paper or journals Pencils or pens Objectives: Students will describe the differences in terrain between the Arctic and Antarctic; learn the hardships imposed on polar explorers by climate and terrain; and explain how modern technologies have expedited polar exploration. Geographic Skills: Asking Geographic Questions Acquiring Geographic Information Analyzing Geographic Information S u g g e s t e d P r o c e d u r e Opening: Crossing icescapes by dogsled, Robert E. Peary in 1909 claimed to be the first to reach the North Pole. Norwegian Roald Amundsen reached the geographic South Pole in 1911. Other adventures were not so lucky. Robert Falcon Scott and his party froze to death returning from the South pole. Ernest Shackleton failed to reach it but gained fame for rescuing himself and his 21 men. Modern technologies have revolutionized polar exploration. Today, visitors on nuclear-powered icebreakers view Arctic and Antarctic waters from snug comfort. In recent years remotely operated instruments, satellites, and computers have added to our knowledge. The Science Ice Exercise, a five-year study in the 1900s, used nuclear submarines under the ice to map the floor of the Arctic. The increase in global warming has made research in the polar seas more important than ever before. Development: Read the overview and the opening to this lesson to the class and initiate a discussion about the hardships inherent in polar exploration and what preparations are necessary to undertake a trip there. Have students explore the following sites about famous expeditions to the North and South Poles: American Museum of Natural History: The EnduranceShackleton's Legendary Antarctic Expedition BBC: North Pole 2001 North Pole 1909 South-Pole.com Ask the students to imagine they are members of Shackleton's or Scott's party, or another famous expedition team. Have them work in small groups and study in more detail the specific journey they have chosen. Ask them to brainstorm about what they would need to do to prepare for such a journey. Remind them to take into account the need for food and fresh water, animal life they may encounter, the bitter weather, and transportation. Closing: What have students learned about polar exploration? What do they think would be the most challenging part of a journey to one of the poles? What would be the most exciting part? Would they like to go themselves, if given the chance? Suggested Student Assessment: Ask each small group to create a log of a journey that describes some of the hardships involved in the trek they brainstormed about earlier. Each student should in the group should take on the role of a member of the expedition team, whether it be the ship's captain, a doctor, or a cook. Have each student write at least two or three entries in the journal about what they see (e.g., terrain and wildlife), how they feel, and what they miss most from home. Make sure students include only wildlife that would exist in the pole they have chosen to explore; for example, polar bears exist only in the Arctic. [Note: The names of both polar regions come from the Greek word arctos, meaning "bear"the Arctic, where bears are, and the Antarctic, which translates roughly to "against bears."] When the students have completed their logs, ask each group to read a few entries to the rest of the class. Conduct a classroom discussion about each entry. What did different students focus on? Were some more positive than others, based on the journey they chose? Extending the Lesson: Have students research modern-day exploration of the Poles. What is left to discover? What are scientists hoping to learn? How are modern explorers breaking new ground? They can start their research with the National Geographic News articles Arctic Rower Details Chilling Journey in New Book and Scientists Excited by Arctic Ocean Ridge Finds. Related Links: American Museum of Natural History: The EnduranceShackleton's Legendary Antarctic Expedition BBC: North Pole 2001 National Geographic Explorer! Life in a Deep Freeze National Geographic News: Arctic Rower Details Chilling Journey in New Book National Geographic News: Arctic Team Seeks 1840s Explorer's Lost Ships National Geographic News: Scientists Excited by Arctic Ocean Ridge Finds National Geographic: Race to the End of the Earth National Geographic: Xpeditions ActivityThe Arctic and Antarctic Circles South-Pole.com E-Mail This Page to a Friend © 1998-2008 National Geographic Society. All rights reserved.
