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 explaining that Antarctica is a continent without a permanent human population but with unique wildlife and research opportunities. They then view Facts and Figures to gain basic background information about Antarctica and post to a discussion wall describing what they already knew and what surprised them about the continent.
Teacher MovesPresent the lesson overview and objectives, then facilitate a discussion of students’ wall responses. Record additional questions students have about Antarctica and plan to revisit these questions at the end of the experience.
Students examine an image of Lake Fryxell and read introductory text about exploring Antarctica’s physical geography. They read the article Antarctica to learn about the continent’s landforms, climate, and wildlife, then answer multiple-choice questions about the Antarctic Peninsula, the surrounding ocean, and animal life. Next, they study several maps and visuals (a physical map with research stations, a satellite image with surface air temperature, an administrative structure map, and an air temperature map). Students upload an image of one of these maps, add an appropriate title, and then post to a discussion wall describing the extremes they notice in Antarctica based on the mapped data.
Teacher MovesGuide students through reading and map analysis as needed, clarifying key physical features, climate patterns, and the presence of research stations. After students post to the wall, lead a discussion highlighting observations such as the lack of permanent human population, consistently cold climate, and predominance of bare ground, reinforcing how maps and images reveal these extremes.
Students view historical images of Antarctic exploration and read about how knowledge of the continent comes from expeditions and research. They use Who Was First to the South Pole? to learn about the expeditions of Robert Falcon Scott and Roald Amundsen, then post to a discussion wall comparing the outcomes of their 1912 journeys. Next, students read A Time Line of the Exploration of Antarctica to examine a broader history of Antarctic exploration and complete a graphic organizer by answering questions about key events, motivations, and explorers in that timeline.
Teacher MovesSupport students in identifying and comparing key details from Scott’s and Amundsen’s expeditions, emphasizing the roles of planning, weather, and supplies. Use the wall responses to clarify what happened to each expedition. As students work with the exploration timeline, circulate to prompt them to use dates and events accurately and to connect early economic motives, such as sealing and whaling, to later scientific exploration.
Students read about how human activity can affect Antarctica despite its small population, then watch Scientists Drill Deep in Antarctic Ice to learn how ice cores reveal information about past climate and global warming. They respond on a discussion wall in their own words explaining why scientific research on polar ice is important.
Teacher MovesFrame the video by asking students to consider what ice can reveal about Earth’s climate history. After students post, share and discuss strong examples, explaining that ice core research helps scientists understand climate change over time and predict how ongoing global warming may influence polar ice melt and sea-level rise.
Students plan a hypothetical trip to Antarctica using online research. Their travel plan includes three sites to visit (each with an image and a brief explanation), the time of year and expected temperatures, a packing list appropriate for Antarctic conditions, and a map showing 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 or poster tool) to a discussion wall, then review classmates’ plans and respond to at least two with a question or positive comment.
Teacher MovesClarify expectations for the travel plan and suggest reliable research sources. Monitor students’ planning to ensure they apply their understanding of Antarctica’s climate, geography, and accessibility. After students post, encourage constructive peer feedback and highlight examples that thoughtfully integrate geographic knowledge and realistic travel considerations.
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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