| This quest was designed to incorporate the Arctic region into environmental studies. Marked similarities and differences occur between the frequently confused polar regions, particularly with respect to animal species. The plight of the indigenous inhabitants is not widely understood, and appreciation of threats and challenges they face is an opportunity for students to debate social justice issues such as reconciliation, at the same time extending their global conscience. |
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Stage 3 Curriculum Outcomes |
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welcoming learners to the excitement of science and engineering exploration and discovery. |
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 for
experienced users |
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It
is envisaged that this unit could initiate a comprehensive study
of the polar regions and if integrated with HSIE, represent a complete
term unit . The quest is fictitious, designed both to motivate students,
and develop research skills. The quest complements the Stage
3 science units: -
* "Environment Matters" - investigating the effect of human activity on environments both in Australia and the rest of the world and methods employed to address environmental damage * "A Change For The Better" - investigating how species of plants and animals are suited to their environments. The HSIE unit on Antarctica (HSIE Units of Work k-6, p.127) focuses on the ecologically sustainable development of environments, and the effects of human and natural changes on those environments. Incorporation of the Arctic region as a comparison would extend this unit duration to 10 weeks. 
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Research
Procedures have been based on the Big
6 information problem solving strategy - a systematic approach to information
problem-solving encouraging critical thinking skills.
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Polar
Connections was a 1998 initiative of the United States National Science
Foundation designed to "...
provide opportunities for students to engage
in creative, hands-on science and engineering activities around a polar
theme.The 1998 National Science & Technology Week theme highlights
the fact that both the North and South Poles are "natural laboratories"
—unique in the matchless opportunities they offer scientists and engineers
to conduct research in pristine, natural environments. By taking
on roles of polar researchers themselves, your students can gain a deep
appreciation for the majesty of both regions, for their irreplaceable value
as natural research laboratories—and for the adventure inherent in working
at the cutting edges of science and technology on "the ice." Thank you
for joining with us in welcoming learners to the excitement of science
and engineering exploration and discovery..." ( Lane, N. 1998)
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How
do Antarctic animals stay warm in bone-chilling water?
http://octopus.gma.org/surfing/antarctica/blubber.html How
do aquatic animals survive in frozen lakes and ponds?
Find
out what will survive UV-B radiation in Antarctica
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A
comparison of six models including the NSW model
Jamie McKenzie's 7 step Research cycle This article is
from Chapter Eight of Jamie McKenzie's new book,Beyond Technology: Questioning,
Research and the Information Literate School. Jamie recommends consultation
with principal, teacher librarian and staff to select and inservice a model
which works in order to prevent infoglut ."...New technologies make word
moving - “cutting and pasting” - quite ridiculous. We should now emphasize
research questions that require problem-solving or decision-making, questions
that cause students to make up their own minds and fashion their own answers..."
(McKenzie, 1999) including an
additional comparison of 6 information skills models
A sample INFORMATION SKILLS RATING SCALE document which may be used to assess how well students performed on the tasks associated with the Research Cycle .
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An
alternative detailed powerpoint rubric which could be adapted for children
experienced with powerpoint presentations can be found at :http://www.nsf.gov/od/lpa/nstw/98/extra/advertorial.htm
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Bibliography
Referencing has been
compiled according to the Harvard
System
 |
Freeman,
P. 2000,
Pole to pole, Koala Books, Australia
displays stunning coloured plates and information about the diversity of animal life to be found in the polar regions |
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Loves, J. 1998,
Discovering
Antarctica: plants and animals, Macmillan Education Australia
describes the animals and plants able to co-exist in the harsh antarctic environment |
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Loves, J. 1998,
Discovering Antarctica: the future, Macmillan Education Australia
discusses the conservation of living resources and the impact of tourism in Antarctica |
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Loves, J. 1999,Discovering
Antarctica: people, Macmillan Education Australia
examines the role of explorers and scientific research workers in Antarctica up to the present day |
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Loves, J. 1998,
Discovering Antarctica: the land, Macmillan Education Australia
provides geographical and geological information about Antarctica |
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Lye, K.
1984, Lets go to Antarctica, Franklin Watts, Sydney
one of a series describing the land and lives of our neighbours, simply written and accessible for all primary students |
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Markle, S.
1996,
Pioneering frozen worlds, Atheneum Books, N.Y.
investigates and contrasts the polar regions through practical activities and simple science experiments |
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Rootes, D. 1989,
People
and places in peril: the arctic, Cherry Tree Books, London
reviews the people living in the world's most inaccessible regions, and efforts to prevent the destruction of their resources and way of life |
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Rootes, D. 1994,
Exploration
into the polar regions, Belitha Press, London
compares the history of the polar regions before and during exploration |
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Wheeler, S. 2000,
Dear Daniel: letters from Antarctica, Hodder Children's Books, London
Sara Wheeler documents the story of her experiences during seven months living in Antarctica through letters and personal photographs sent to her godson Daniel |
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Young, K. R.
2000,
Arctic investigations, Raintree Steck Vaughn, Texas
explores some of the challenges facing scientists studying the global ocean system and how it affects our planet and daily lives |
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Lane, 1998,
Polar Connections: Exploring the World's Natural Laboratories,
[online at http://www.nsf.gov/od/lpa/nstw/teach/nstw98/english/content.htm]
accessed September 15, 2001
creative, hands-on science and engineering activities centred around a polar theme. |
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Mc Kenzie, J.
1999, From now on: the educational technology journal [online]
http://www.fno.org/dec99/rcycle.html (accessed September 19, 2000) |
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Armour, B. (n.d)A
modified version of the Big6 strategy designed by Mike Eisenberg and Bob
Berkowitz of the University of Syracuse.
[online at http://www.redlands.qld.edu.au/library/bigsix.html] accessed September 23,2001 |
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