|
Overview:
It's common to confuse characteristics of the Arctic and the Antarctic, and many people have never learned the differences between these two regions.
In this lesson, students will research the landscapes, climates, and animal life of the polar regions. They will then interview people to find out what they think and know about the regions. They will conclude by writing paragraphs explaining why it's important to know about the polar regions and detailing the differences between the two regions.
Connections to the Curriculum:
Geography, world history
Connections to the National Geography Standards:
Standard 4: "The physical and human characteristics of places"
Standard 5: "That people create regions to interpret Earth's complexity"
Time:
Three to four hours
Materials Required:
- Computer with Internet access
- Blank Xpeditions outline maps of the world (basic mode, without borders), two for each student
- Writing and drawing materials
Objectives:
Students will
- list words to describe the Arctic and Antarctic regions;
- research and answer questions about the polar regions;
- illustrate maps with things they have learned about the polar regions;
- interview people about their impressions of the Arctic and Antarctic;
- illustrate maps to show people's impressions of these two regions;
- discuss the interview results with the class; and
- write paragraphs explaining why it's important to know about the polar regions and detailing their differences.
Geographic Skills:
Acquiring Geographic Information
Organizing Geographic Information
Analyzing Geographic Information
S u g g e s t e d P r o c e d u r e
Opening:
Have one or more students point out the Arctic and Antarctic regions on a wall map of the world. Ask them if they know what the technical definition of these regions is, and make sure they understand the location of the Arctic and Antarctic circles.
Write the words "Arctic" and "Antarctic" on the board. Ask students to contribute words that come to their minds when they think of each of these regions, and write their words under the appropriate heading.
Look over the lists to see if they look different or if they contain the same words. What do students think are the major differences between the two regions?
Development:
Have students conduct research to find out what the Arctic and Antarctic regions are like. They should visit the following Web sites, plus additional Internet and print resources, and should answer the questions below.
National Geographic: SeaLab—Antarctica
American Museum of Natural History: The Endurance—Shackleton's Legendary Antarctic Expedition
BBC: North Pole 2001
NOAA: Arctic Theme Page—Photo Gallery
South-Pole.com
- How do the landscapes of the Arctic and the Antarctic differ?
- What types of animals can you see in each region?
- Who were the explorers who first reached the Poles?
- Which region is colder, and why?
Give students blank world outline maps and ask them to illustrate the maps with things they have learned about the polar regions. They should draw animals, physical landscape features, and other things that exist in each region.
Ask the class to think of questions they might ask other people in order to find out about their impressions of the Arctic and Antarctic regions. Write students' questions on the board, and have students select four or five questions to use in their interviews. They might want to include the three questions they answered in their research.
Have students conduct their interviews. Each student should interview at least five people and record their answers.
Once students have completed their interviews, give them new blank world outline maps, and have them illustrate the maps with the impressions people have of the Arctic and Antarctic regions. For example, if people believe that polar bears live in both regions, students should draw polar bears in both regions on the map.
Closing:
Discuss students' interview results as a class. What are some common ideas about the two polar regions? How accurate are these impressions? Why do students think people have these beliefs? How do the two maps students have drawn compare: Are they similar, or do they tend to have some notable differences?
Suggested Student Assessment:
Have students write paragraphs answering the question "Why do you think it is important to understand the characteristics of the polar regions and the differences between the two? Provide at least two reasons."
Extending the Lesson:
Have students conduct research to find out about some famous polar expeditions of the late 19th and early 20th centuries, such as that of Peary and Henson or Shackleton. Have them map the expeditions' routes and write paragraphs describing some of the things the expeditions taught the European and U.S. public about the Arctic and Antarctic. The Web sites in the Related Links section below will be helpful.
Related Links:
| 
Check out:
