Students explore the physical geography of Antarctica, particularly its climate. Then they learn about the history of exploration on the continent. Next, they learn about the environmental issue of melting polar ice and its connection to human activity. Finally, students research and develop a travel plan for a trip to Antarctica.
Students read an introduction to Antarctica that highlights its lack of permanent human population, unique wildlife, and opportunities for scientific research, then view an image of the continent. They explore basic information about the region using Facts and Figures, and post to a discussion wall what they already knew and what surprised them about Antarctica.
Teacher MovesPresent the lesson overview and objectives. Facilitate a class discussion of students’ wall responses and collaboratively generate a list of additional questions about Antarctica to revisit at the end of the experience.
Students view images of Antarctica and read background information about the continent’s physical geography using the resource Antarctica. They answer a multiple-choice question about the unique characteristics of the Antarctic Peninsula. Next, they examine several maps (physical map with research stations, satellite image and surface air temperature, administrative structure, and air temperature) by uploading one map image, adding a title, and then posting to a discussion wall about the environmental and climatic extremes they observe.
Teacher MovesGuide students through interpreting the maps, prompting them to notice patterns in climate, land cover, and human presence. Lead a discussion of wall responses, emphasizing that Antarctica has no permanent human population, consistently cold temperatures, and largely bare ground beneath the ice.
Students are introduced to the idea that knowledge of Antarctica comes from exploration and research, then use the interactive resource Who Was First to the South Pole? to learn about early expeditions. They post to a discussion wall comparing Robert Falcon Scott’s 1912 expedition with Roald Amundsen’s, focusing on planning, routes, and outcomes. Students then read A Time Line of the Exploration of Antarctica to examine a broader history of exploration and complete a graphic organizer by answering questions about key events, motivations, and individuals in Antarctic exploration.
Teacher MovesDiscuss students’ comparisons of Scott and Amundsen, clarifying how weather, route choices, and supply depots affected each expedition’s fate. Support students as they work with the exploration timeline, prompting them to identify major milestones, reasons for early voyages, and the role of industries such as sealing and whaling.
Students view an image of Antarctic islands and consider how human activity can affect a place with few residents. They watch Scientists Drill Deep in Antarctic Ice to learn how ice cores reveal information about past climate and current environmental change, then post to a discussion wall explaining in their own words why scientific research on polar ice is important.
Teacher MovesHighlight and share strong student explanations from the wall. Use these examples to explain how ice-core research helps scientists understand climate history, predict the effects of global warming on polar ice melt, and anticipate impacts such as sea-level rise.
Students apply their understanding of Antarctica by designing a travel plan for a tourist trip to the continent. Using online research, they identify three sites to visit (with images and brief explanations), choose a time of year and describe expected temperatures, create a packing list suited to Antarctic conditions, and map their route from home. They post their completed plan or a link created with a digital tool (such as Prezi, a timeline creator, or an online presentation) to a discussion wall, then review classmates’ plans and respond to at least two with questions or positive comments.
Teacher MovesClarify expectations for the travel plan and suggest appropriate research tools. Monitor student work for accurate use of geographic and climate information, and encourage constructive peer feedback on the discussion wall that focuses on feasibility, safety, and alignment with Antarctic conditions.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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