The Arctic and the Antarctic by Teacher Superstore

RIC-6474 5.6/158

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Titles available in this series: Planet Earth (Ages 10+) The Arctic and the Antarctic (Ages 10+)

This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction.

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Signature of Purchaser:

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School Order# (if applicable):

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Internet websites

In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

View all pages online PO Box 332 Greenwood Western Australia 6924

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The Arctic and the Antarctic Foreword

The polar environment is one of extremes. This biome caps the very top and the very bottom of our planet. They are the coldest places on the Earth and they are responsible for many of the Earth’s cycles and patterns. It is within these fragile environments that man is seeing the first effects of climate change. The Arctic and Antarctica are so similar, but also so different in many ways. The Arctic is an ocean surrounded by land with many land animal species, while Antarctica is a frozen land continent surrounded by ocean with much more life than one would expect under the water.

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This book was written to inform students about how and why polar environments impact on the rest of our planet and to consider, through thought-provoking discussion and activities, possible outcomes and solutions to current issues which will ultimately affect us all.

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Polar environments were some of the last explored and least understood places on this Earth. Their mystery, secrets and sheer beauty draw explorers, scientists and tourists to them in the hope of being the first or unlocking their secrets or experiencing their beauty.

2–27

Antarctica

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Geographical history of the continents.........................2–5 Defining polar regions...............................................6–9 Antarctica..............................................................10–13 The Arctic...............................................................14–17 Importance of polar regions...................................18–21 Scientific research..................................................22–25 Polar region summary..........................................26–27

o c . che 28–47 Polar life r e o r st super

Geographical features.............................................28–31 Meteorology...........................................................32–35 People....................................................................36–39 Antarctic Treaty.....................................................40–43 Exploration............................................................44–47

The Arctic

48–67

Geographical features.............................................48–51 Meteorology...........................................................52–55 People....................................................................56–59 Agreements............................................................60–63 Exploration............................................................64–67 R.I.C. Publications® www.ricpublications.com.au

68–91

Adaptations............................................................68–71 Fish and crustaceans.............................................72–75 Penguins...............................................................76–79 Seals......................................................................80–83 Whales...................................................................84–87 Top predators.........................................................88–91

Environmental threats

92–107

Climate change......................................................92–95 Tourism.................................................................96–99 The Arctic...........................................................100–103 Antarctica..........................................................104–107

The Arctic and the Antarctic

iii

The Arctic and the Antarctic Teachers notes The Arctic and the Antarctic has been organised into five distinct units:

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• What is a polar region? defines and provides students with concise information about the features and the location of polar Within each unit, the various topics covered are generally broken regions and their contribution to the Earth’s cycles. down further into groups of four pages. These include a: • Antarctica gives a brief overview of various aspects related • teachers page which provides teachers with indicators; additional typically to this southern polar biome. information; relevant Internet resources (where possible); • The Arctic gives a brief overview of various aspects related answers; additional activities; and outcome links. • student information page which poses a question to initiate typically to this northern polar biome. class discussion; detailed information on the topic; supporting • Polar life looks briefly at various animal and fish species found artwork; and the opportunity to engage in a specific word study in Antarctica and the Arctic and the adaptations they have made activity using words in context. in order to survive in the extreme conditions they call home. • student comprehension page providing students with the • Environmental threats studies four of the main threats opportunity to review what they have read and further enhance currently under scrutiny in the Arctic and Antarctica. their understanding. • research or group activity which involves students working independently or cooperatively to gather further information relating to the particular topic to broaden their knowledge at a deeper level.

Unit title

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Additional information provides teachers with further information not included on the student page but is relevant to the topic.

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Internet resources have also been listed where possible to: provide further information for the teacher; enhance the topic by giving students the opportunity to view online videos; or to provide simulated experiences related to the topic to further develop the topic.

Indicators state outcomes for reading and comprehending the informational text and the related activities on the student pages.

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Answers are given for all questions, where applicable. Open-ended tasks or student choices require the teacher to check the answers. Extension activities provide teachers with ideas for further development of the topic with students in a whole class, individual or small group situation.

Curriculum links are given for the particular areas relating to the topic. iv

Topic title

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Teachers page

The Arctic and the Antarctic

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The Arctic and the Antarctic Teachers notes Unit title

Student information Topic title

Pose the question to the students before reading the text to guage the knowledge they may already have on the topic and to initiate interesting discussion on possible theories or ideas.

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Informational text is written at an appropriate level for the students with clear and concise language to engage them in the topic.

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Diagrams are used to add interest, enhance understanding or provide further supporting information to aide comprehension.

Words to explore is designed to provide students with word study activities which use high-interest words in context.

The information included in the Note of interest provides students with additional interesting details relating to the topic.

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The student comprehension page provides students with a range of comprehension activities related to the text. The questions are designed to suit the intermediate student and it should be completed independent of teacher assistance. Research or group activity

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The research or group activity provides students with the opportunity to delve deeper into the topic in order to develop knowledge, skills and understanding of real-life issues and concepts. R.I.C. Publications® www.ricpublications.com.au

The Arctic and the Antarctic

What is a polar region? Geographical history of the continents Indicators: • Reads text explaining the movement of the continents to their current position. • Completes activities relating to the text. • Uses modelling clay to demonstrate various movements of the tectonic plates on the Earth.

Additional information:

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• You will require modelling clay and rolling pins for the activity on page 5. • To watch a flash presentation of the break up of Pangaea, view: <http://phschool.com/atschool/phsciexp/continental_ drift/index.html>

Page 4: Intermediate

1. (a) 2 (b) 5 (c) 1 (d) 6 (e) 4 (f) 3 2. (a) false (b) true (c) true (d) false (e) false (f) false 3. (a) Africa (b) South America, Africa, Australia and Asia (c) South America, Africa, Australia and Asia (d) South America

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• Geologists have discovered various fossils and rocks which match among the continents on Earth to support the theory that the now separated land masses were once joined as one (Pangaea). The evidence is irrefutable, with geologists using scientific techniques to demonstrate that rock formations on different continents happened at the exact same time, contain the exact same deposits and have exactly the same structure.

4. Teacher check Page 5: Advanced

Answers will vary; however, students’ observations should match the explanation provided within the first ‘Note of interest’ box.

• To watch a flash presentation of the tectonic plate movement, view: <http://www.classzone.com/books/earth_science/ terc/content/visualizations/es0804/es0804page01. cfm?chapter_no=visualization>

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Extension:

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• Provide students with a world map. Ask them to cut out the continents and roughly fit them together (like a puzzle) to form Pangaea. Glue onto a separate piece of paper. • Research more information about ‘tillite’ rocks. What makes them so special? What secrets do they hold? Where are they found?

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• Research to find the out the boundaries of the tectonic plates on the Earth. Each one has a name. Label them on a blank world map.

Curriculum links:

English

NSW

RS3.5, RS3.6, WS3.9

Vic.

SOSE

Science

ENS3.5

ESS3.6, INVS3.7

ENRE0401, ENRE0404, ENWR0401

SOGE0402

SCES0401

R 4.1, R 4.4, W 4.2

PS 4.1, TCC 4.1, NSS 4.1

EB 4

4.3, 4.8, 4.11

4.6

4.1

Qld

Refer to curriculum documents on <http://www.qsa.qld.edu.au> TCC 4.1

The Arctic and the Antarctic

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What is a polar region? Geographical history of the continents

Antarctica has only been in its current location at This theory has been supported by geologists who have the South Pole for around 100 million years—so found the following information: how did it get there? • Fossilised plants and animals which have been An explanation of ‘plate tectonics’ will help: unearthed in Antarctica have also been found on other continents which made up Gondwanaland. The outer portion of the Earth including the crust and

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• ‘Tillite’ rocks (deposits of ancient glaciers believed to be around 286 million years old) have been found on Antarctica and Africa.

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a portion of the upper mantle is called the ‘lithosphere’. • The fossilised plants and animals suggest that Antarctica was once a lush environment with trees These are a series of about a dozen separate tectonic and ferns and was home to dinosaurs, amphibians plates. They look like this: and, later on, marsupials.

• The mountains on the western part of Antarctica appear to have once been part of the mountain range we now call the Andes in South America. While Gondwanaland was moving south, Laurasia was moving north. The northern parts of Europe, Asia and North America are believed to have reached their current locations around 65 million years ago.

In 1912, a scientist, Alfred Wegener, noticed how the continents seemed to fit together like a puzzle. He suggested that the landmasses of today were once joined together. He is the person who first coined the name ‘Pangaea’. Although this was his belief, he did not have an underlying explanation of how it happened and many scientists at the time laughed at his theory. It was not until recent years that scientists have worked to develop an understanding of this theory and have found that Alfred was in fact on the right track!

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These plates move and interact with each other, causing earthquakes and creating volcanoes, mountain ranges and ocean trenches.

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It is believed that between 300 and 200 million years ago, the landmasses on Earth were joined to form one enormous continent called ‘Pangaea’ (meaning ‘All Earth’). During the Jurassic period, this continent began to split into two subcontinents called ‘Laurasia’ and ‘Gondwanaland’. Laurasia was made up of present-day Europe, North America and Asia; while Gondwanaland consisted of present-day Antarctica, Africa, Australia, South America and the Indian subcontinent. The movement of the lithosphere is responsible for the slow and steady movement of the continents into their current positions. As the continents moved and collided with each other, various significant landforms were created. The words in bold print have more than one meaning. Words

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explore Find out what the meanings are and record them.

Highlight the meaning which is most suited to its use in this text. R.I.C. Publications® www.ricpublications.com.au

The Arctic and the Antarctic

What is a polar region? Geographical history of the continents

Complete the activities. 1. View the diagrams showing how Pangaea changed over millions of years. Write numbers (1 – 6) in the corresponding boxes to show the correct order.

(d)

(e)

(f)

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(a)

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2. True or false?

False

(d) Gondwanaland travelled northward.

True

False

True

False

True

False

(e) Antarctica has always been as we know it today. (f) The Andes as we know them today can currently be found on Antarctica.

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True

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o c . c e r (b) fossilised plants and animals h er o t s super (c) dinosaur fossils 3. Which modern-day continent(s) has each item in common with Antarctica?

(a) tillite rocks

(d) Andes 4. Explain why Alfred Wegener’s theory was so important.

The Arctic and the Antarctic

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What is a polar region? Geographical history of the continents

Read the text and complete the table. When the tectonic plates on the Earth’s surface move, different actions can occur. Read the text, complete the activity and record your observations in the table below. Roll modelling clay out until it is about 2 cm thick. Use a butter knife to cut several 8-cm squares. These will be your ‘tectonic plates’. Type of movement Divergent plate:

Activity

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When two oceanic plates move away from each other, new oceanic crust forms when magma leaks from within the earth.

Convergent plate:

When two plates collide some crust is destroyed and the results of this will depend on the types of plates involved. When oceanic and continental plates collide, the oceanic plate is generally forced under the continental plate (called ‘subduction’). When two oceanic plates collide, one may slide under the other and form volcanoes. When two continental plates collide, the crust is compressed and pushed upward to form mountain ranges.

Partially join two tectonic What do you notice about the area of the plates? plates together. Now gently pull them apart and imagine the gap is filling with magma.

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Observations

Place two tectonic plates side by side. Now push them together with some force.

What happens when the plates are the same thickness?

Try it again with one plate (oceanic) thinner than the other (continental).

What happens when the plates are different thicknesses?

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Lateral slipping plate:

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Place two tectonic plates together so the edges are When two plates move sideways touching. Slide them past one against each other, pressure and another while pushing at the friction are created this makes the movements ‘jerky’. When the pressure same time. releases quickly, the earth moves quickly causing an earthquake.

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Do they move smoothly or in a ‘jerky’ way? What do you notice?

The Arctic and the Antarctic

What is a polar region? Defining polar regions Indicators: • Reads text defining polar regions. • Completes activities relating to the text. • Works cooperatively in a group to plan and carry out an experiment to show reflection of solar radiation.

Additional information:

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• For flash presentations showing the position of the polar regions and the axial tilt of the Earth, please view: <http://www.educapoles.org/index.php?fun_zone/ multimedia_animations/what_are_the_arctic_and_ antarctic&s=7&rs=13&uid=88&lg=en&pg=1> and; <http://www.educapoles.org/index.php?fun_zone/ multimedia_animations/polar_nights&s=7&rs=13&uid =89&lg=en&pg=1>.

Page 8: Intermediate

ARCTIC

OCEAN

N O RT H AT L A N T I C

N O RT H

OCEAN

PACIFIC OCEAN

SOUTH AT L A N T I C INDIAN

OCEAN

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• It is not only the location of the polar regions which identify them as such, but also the particular climatic conditions which maintain such a cold and challenging environment. Basically, the equator is the warmest part of our planet thanks to the axial tilt of the Earth. This tilt is such that the equator is closest to the sun and receives solar radiation at its most intense. The further away a location is from the equator, the more the solar radiation spreads out and has to cover a greater distance, making the solar radiation less intense. The North and South Poles are the farthest points from the equator and are therefore the coldest points on the planet.

SOUTH

AT L A N T I C

PACIFIC

OCEAN

2. Antarctic: land surrounded by sea; located at the South Pole. Arctic: sea surrounded by land; located at the North Pole. 3. (1) warmer (2) freezes (3) radiation (4) thick (5) reflect (6) space (7) temperatures 4. (a) Antarctica (b) Arctic (c) Arctic ocean (d) 85%

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Experiments will vary but should show group cooperation and planning procedures, as well as a clear follow though of the activity. Students should also demonstrate a welldefined aim along with a clear evaluation.

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Extension:

Page 9: Advanced

• In small groups, students research the rotation of the Earth on its axis and create a model to demonstrate how it works. Students can give their own explanations of why the axial tilt affects the polar regions in such dramatic ways. Present models and explanations to the class.

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• On a map of the world, locate and plot the magnetic North and South Poles.

Curriculum links:

English

SOSE

Science

NSW

RS3.5, RS3.6, WS3.9

ENS3.5

INVS3.7

Vic.

ENRE0401, ENRE0404, ENWR0401

SOGE0401

SCES0401, SCPS0401

R 4.1, R 4.4, W 4.2

PS 4.1, NSS 4.1

EB 4, EC 4, LL 4

4.3, 4.8, 4.11

4.5

4.1, 4.3, 4.4

Qld

Refer to curriculum documents on <http://www.qsa.qld.edu.au> PS 4.4

The Arctic and the Antarctic

SS 4.2, EB 4.1, EC 4.3

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What is a polar region? Defining polar regions

What is it that defines a polar region? The dictionary defines a polar region as the area • During winter, polar regions receive practically within the Arctic and Antarctic Circles. The Arctic and no sunlight at all, and experience the ‘polar night’ Antarctic Circles are imaginary lines running parallel (lasting around six months of the year). Without with the equator at approximately 66° north (N) and sunlight, there is no possibility of warmth from the south (S) latitude. sun reaching the ground.

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Therefore the polar regions lie between 66°N and the • During the Antarctic winter, the oceans surrounding the continent freeze over, almost doubling the size North Pole and 66°S and the South Pole. The polar of Antarctica. When this happens, the warmth region at the South Pole, known as Antarctica, is from the ocean is lost, contributing to the cold almost totally enclosed within the Antarctic Circle. temperatures. This is also a significant difference The polar region at the North Pole is the Arctic (its between the Antarctic and the Arctic. The Arctic area boundaries aren’t quite so clear), which includes the is mostly ocean, and even though a vast area of it is Arctic Ocean and the northern parts of Europe, Asia frozen for most of the year, when it thaws, the ocean and North America. The regions differ in as much as helps to keep the temperature in the Arctic warmer the Antarctic is land surrounded by sea while the Arctic than that of its southern counterpart. is sea surrounded by land. Polar regions are extremely cold. There are several • Antarctica also has the highest average elevation on the planet. This contributes to the extreme cold. reasons for this:

North and South Poles. The magnetic poles are known for their movement; for example: the magnetic North Pole moves about 40 km north every year. It is expected to move into Siberia in future decades.

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• The Earth’s axial tilt means that polar regions receive the sun’s rays at an oblique angle. At this angle, heat is spread across a greater area and loses its intensity.

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o c . che e r o t r s r • What little heat does reach the surface iss reflected u e p back to space by the snow and ice; for example: 98 per cent of Antarctica is covered in snow and ice, reflecting 85 per cent of solar radiation.

Geophysicists have evidence that, at irregular intervals (every 300 000 years or so), the North and South magnetic Poles actually switch places! The last time this occurred was 780 000 years ago!

The words in bold print have used prefixes and suffixes. explore Record the words, and the base word and identify how the prefix or suffix has changed the base word’s meaning.

Words to

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The Arctic and the Antarctic

What is a polar region? Defining polar regions

Complete the activities. ARCTIC

OCEAN

1. Locate and colour blue the polar regions on the world map.

N O RT H AT L A N T I C N O RT H

OCEAN

PACIFIC OCEAN

r o e t s Bo r e p ok u S SOUTH

AT L A N T I C

INDIAN

OCEAN

SOUTH

AT L A N T I C

PACIFIC

OCEAN

1 000

2 000

Scale 1: 71 500 000 at 45ºN and 45ºS

2. Write two important differences below each polar region. Antarctic

Arctic

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OCEAN

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thick

space

radiation

temperatures

reflect

The Arctic is not made up of one singular mass of land and this contributes to its

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3. Use the words in the box below to complete this cloze. freezes (1)

o c . ctotally layer of ice and snow. The on the other hand, is a landmass covered in a e her r o t s su solar radiation back into , whiteness of it works to er p

conditions. Even during winter, only part of the Arctic Sea so some solar

(3)

(2)

and is covered in ice,

can be absorbed, keeping temperatures warmer. The Antarctic, (4)

(5)

thereby helping to maintaining freezing

(6)

(7)

4. Quick quiz! (a) Which polar region has the highest average elevation? (b) Which magnetic pole moves about 40 km each year? (c) Which ocean is surrounded by land? (d) What percentage of solar radiation is reflected back into space? 8

The Arctic and the Antarctic

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What is a polar region? Defining polar regions

Group task! 1. Work in a group of three. My group: 2. Plan and perform an experiment to show how solar radiation is reflected by light colours, such as the white of snow and ice.

r o e t s Bo r e p ok u S Prediction:

Procedure:

Findings:

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Materials:

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o c . c e heshare r 3. Evaluate your group’s experiment and your findings with the class. o t r s s r u e p Skills Rating (5 = excellent) General comment Cooperation

Planning

Procedure

Prediction

Recordings

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The Arctic and the Antarctic

What is a polar region? Antarctica Indicators: • Reads the text about Antarctica and observes the map provided. • Completes comprehension and word study activities related to the text. • Identifies his/her own preference for and knowledge of Antarctica and completes relevant study information.

Additional information:

Answers:

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• For clear video clips of various aspects of Antarctica, go to: <http://www.discoveringantarctica.org.uk/resources. php?media=video&page_name=home&#video>.

Page 12: Intermediate

1. (a) extremely dangerous and rough (b) detached or separate (c) large area (d) native to a particular area (e) to preserve 2. four: The lack of a permanent population on Antarctica. two: The size of Antarctica and how it changes over summer and winter. three: The location of Antarctica. 3. Answers will vary 4. Answers will vary 5. The author has great respect for Antarctica. 6. (a) false (b) western (c) Casey, Davis, Mawson (d) Antarctic Peninsula (e) South Pole (f) south-east

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• Antarctica’s treacherous and unhabitable conditions are the very things which have protected it from human development and exploitation for long. Scientists battle these conditions when studying the area, and hopefully learning more about our world and, possibly, other planets. (Scientists have theorised that the conditions on Antarctica are similar to those on Mars!)

2. Teacher check 3. Answers will vary

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Extension:

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• Research to find out more about the ‘polar night’ and ‘midnight sun’. Present the information in the form of a documentary report.

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• Students work together to create a wall collage with words, textures and pictures which represent Antarctica. Display in the school library for all to see.

Curriculum links:

o c . che e r o t r s super

English

SOSE

NSW

RS3.5, RS3.6, WS3.9

ENS3.5, SSS3.7

Vic.

ENRE0401, ENRE0404, ENWR0401

SOGE0401 NSS 4.1

V 4.1, R 4.1, R 4.4, W 4.2

4.3, 4.8, 4.11

Qld

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

The Arctic and the Antarctic

R.I.C. Publications® www.ricpublications.com.au

What is a polar region? Antarctica

What is so unique about Antarctica? The word ‘Antarctica’ originates from the Greek ‘Antarktikos’, meaning ‘opposite of the Arctic’.

F Ic ilch e S ne he r lf

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e nn Ro Shelf Ice

Rothera

SOUTH POLE

West Antarctica

Marie Byrd Land

Ross Ice Shelf Victoria Land

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r o e t s Bo r e p ok u S Queen Maud Land

Palmer

developed to such a point that scientists are able to set up permanent camps on Antarctica. Without an indigenous human population, no one country ‘owns’ the continent—many countries work together to study and conserve the area. Scientists from all over the world work Enderby together to study Antarctica, but Land even they usually only stay for around six months at any one time. The scientific population of Antarctica varies throughout the East Antarctica year, depending on the season. Around 1000 scientists stay over the winter months and around 4000 over the summer. As they stay, they will experience the longest days and nights on Earth. The Adélie coast ‘polar night’ lasts for six months, while the phenomenon of the ‘midnight sun’ provides sunlight 24-hours-a-day for the following six months.

the seas surrounding the vast landmass freeze over and the Antarctic takes on the appearance of a much larger area.

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Antarctica is located at the ‘bottom’ of the world at the South Pole. Its near circular shape lies almost completely within the Antarctic Circle (an imaginary line at 66°S, parallel to the Eequator) totally isolated in the Southern Ocean. The wild winds never cease in this part of the world, making the ocean extremely treacherous—even for seasoned mariners.

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Antarctica is renowned for being the coldest, driest and windiest place on Earth. Ninety-eight per cent of its land is covered with ice and snow; with an average depth of two kilometres. Antarctica’s above average elevation of 2300 m also contributes to its harsh conditions.

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o c . che Although Antarctica holds much fresh e r water in o its icy peaks, it is considered an t r s super icy desert. Some dry valleys with exposed Antarctica’s harsh environment means it does not have an indigenous human population; the climatic and geographical conditions would not support a community. It is only recently that technology has

Note f o interest

rock have not experienced rainfall for about two million years—making them the driest places on the Earth!

The words in bold print have synonyms which could also be used. explore Record the word and an appropriate synonym which could replace the word used in the text.

Words to

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The Arctic and the Antarctic

What is a polar region? Antarctica

Complete the questions. 1. Find the following words in the text and write their meaning. (a) treacherous (b) isolated (c) vast

r o e t s Bo r e 2. What is the main idea of each paragraph? p ok u four S two three (d) indigenous

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(e) conserve

3. Write four words which could be used to describe Antarctica.

5. How do you think the author of this text feels about Antarctica?

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. tanswer these questions. 6. Use the map to help youe o c . che e (a) The South Pole and the Magnetic South Pole are in the same location. r T F o st super side of Antarctica. (b) Vinson Massif can be found on the r

(d) The protruding arm of Antarctica is called the

is home for the United States permanent base

(e) The called Amundsen-Scott. (f) The Transantarctic Mountain Range runs north-west to 12

The Arctic and the Antarctic

. R.I.C. Publications® www.ricpublications.com.au

What is a polar region? Antarctica

Complete the activities. 1. Think about what you already know about Antarctica and record the information below. Then think of what you would like to learn about Antarctica and record the information in the column. What I would like to learn

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What I already know

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o c . che e Yes r No o r r Explain. st supe

2. Think of where you might find relevant information about Antarctic to help you learn more. List these in the space below.

3. Do you think you would like to visit Antarctica?

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The Arctic and the Antarctic

What is a polar region? The Arctic Indicators: • Reads the text about the Arctic and observes the map provided. • Completes comprehension, word and map study activities related to the text.

Additional information:

Answers:

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• The Greenland ice cap makes up around 90 per cent of the ice in the Northern Hemisphere and produces 90 per cent of the icebergs there. However, the ice cap only makes up about nine per cent of the world’s total ice quantity.

Page 16: Intermediate

1. (a) The arctic is located in the Northern Hemisphere. (b) The Arctic was named after the constellation of the ‘Great Bear’. (c) The Inuit and Eveny people have lived in the Arctic region for thousands of years. 2. (1) Alaska (2) Russia (3) Iceland (4) North Pole (5) Finland (6) Arctic Circle (7) Norway (8) Canada (9) Sweden (10) Greenland (11) Buffin Island The word running down the puzzle is: Arctic Ocean 3. Answers will vary; however, students may include the common issue of survival in such a harsh environment.

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• The Arctic Ocean helps to warm the northern polar region; however, over the course of winter, the Arctic increases its size by a one-third as the sea freezes and the amount of drift ice increases. The common boundary for the Arctic is taken to be the line where mean temperatures rise to 10 °C in July; this area is around 25 000 000 km2, of which two-thirds are sea and one-third land. The Arctic Ocean is covered by 6 000 000 km2 of permanent pack ice, which equates to around 70 per cent of the Arctic Ocean’s surface.

Extension:

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• Research to find the difference between glaciers and drift ice. Include diagrams, labels and a clear explanation. • On a map of the Arctic, draw the economic boundaries for each country within the region.

Curriculum links:

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Page 17: Advanced

(7) seasons (8) biome (9) provide (10) resources 2. Answers will vary; however, students may include the importance of gaining knowledge and information about climate, animals, geographical history and development and global issues. 3. Answers will vary; however, the most logical answer is ‘The area where the warmest summer (July) temperature remains below 10 °C’. 4. Answers will vary

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• To observe predictions of the amount of ice which may disappear over the next 100 years, view: <http://www7.nationalgeographic.com/ngm/0706/ feature1/map.html>.

o c . che e r o t r s super

English

SOSE

NSW

RS3.5, RS3.6, WS3.9

ENS3.5, SSS3.7

Vic.

ENRE0401, ENRE0404, ENWR0401

SOGE0401

R 4.1, R 4.4, W 4.2

NSS 4.1

4.3, 4.8, 4.11

Qld

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

The Arctic and the Antarctic

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What is a polar region? The Arctic

What makes the Arctic so special? Several communities have adapted to the environment of the Arctic and have developed successful survival strategies. The Inuit and the Eveny are two of the many indigenous groups which have lived in the Arctic for thousands of years. They have learned how to work with the environment to survive. It is difficult to calculate the actual population of the Arctic as it involves several countries, but it is believed there are more than four million people who call the area home. People who live in these communities among the different countries often have more in common with each other than those who live elsewhere in their country.

r o e t s Bo r e p ok u S Russia

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Teac he r

The Arctic is an ice-covered ocean surrounded by landmass; unlike the Antarctic which is a landmass surrounded by ocean. The name originates from the Greek word ‘Arktos’—meaning ‘Bear’—chosen because the constellation of ‘Great Bear’ is located above the Arctic.

Alaska (USA)

Artic Ocean

Canada

Scientists constantly work in the Arctic to study various aspects of meteorology, geography, global issues and biology. Some stations are even located on the drifting ice, with only three metres of ice between the station and the icy-cold ocean.

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The Arctic is located around the North Pole and its exact boundaries are often under dispute. The most common thought is that it is the area from 66°N (the Arctic Circle) to the North Pole; however, some say it is the area from the North Pole to the timberline (the point where trees and plants cease to grow), while others say the boundary is to the point where summer temperatures remain below 10 °C. The Arctic incorporates the world’s smallest ocean (area: 14 056 000 km2), all of Greenland and parts of Alaska, Norway, Russia, Iceland, Sweden, Finland and Canada, as well as thousands of smaller islands.

because it is an ocean. Instead, each country that has a shoreline in common with the ocean is allowed a 321 km economic zone around their coast.

Note f o interest

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Iceland

lan

Sweden Norway

Greenland

Fin

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The Arctic Ocean is covered in ‘drift ice’ which can be up to three metres thick. It is sea ice which floats on the surface and moves with ocean currents and winds. When a lot of drift ice is pushed together and covers a large area, it is called ‘pack ice’. Large chunks of drift ice are called ‘ice-floes’, while even larger pieces of drift ice are called ‘ice fields’.

The words in bold print have something in common. explore Can you work out what it is? Record each word and highlight its special features.

Words to

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The Arctic and the Antarctic

What is a polar region? The Arctic

Complete the activities. 1. Choose the best answer to complete the sentences. (a) The Arctic is located:

in the Northern Hemisphere.

at the South Pole.

r o e t s B r the bears that live there. e oo p u the Greek star constellations. k S where there aren’t any trees.

(b) The Arctic was named after:

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Teac he r

the constellation of the ‘Great Bear’.

just moved to the Arctic.

lived in the Arctic region for thousands of years.

calculated the population of the Arctic.

3 4

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P 5

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3. Explain why you think the people who live in Arctic communities have more in common with each other than with people in their own country. 16

The Arctic and the Antarctic

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What is a polar region? The Arctic

Complete the activities. 1. Use the words in the box on the left to complete the cloze passage.

Teac he r

The

(1)

people of the Arctic have had

of years to finetune their survival strategies in the

(3)

r o e t s Bo r e p ok u S (4)

to embrace it and work with it to their

Eveny groups are two such examples of the

(7)

. They are able to

(8)

(9)

(10)

(6)

who work within

for themselves within the limited

available at different times of the year.

. The Inuit and

(5)

and cycles of the polar

environment

that is the Arctic. Instead of fighting the environment, they have

2. Explain the benefits of having scientists working in the Arctic to study the area.

(2)

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biome people resources indigenous harsh thousands seasons provide benefit learned

3. Which definition for the boundaries of the Arctic do you consider to be the best?

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The area within the Arctic Circle (an imaginary line at 66° latitude north, parallel to the equator). The area from the tree line to the North Pole.

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The area where the warmest summer (July) temperature remains below 10 °C.

Explain your choice.

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4. What do you think makes the Arctic so special? R.I.C. Publications® www.ricpublications.com.au

The Arctic and the Antarctic

What is a polar region? Importance of polar regions Indicators: • Reads the text about the importance of polar regions. • Completes comprehension activities related to the text. • Works cooperatively in a group to study and observe the difference in density between salt and fresh water.

Additional information:

r o e t s Bo r e p ok u S Answers:

Teac he r

• To view a flash presentation showing how Antarctic winds drive the global currents, visit: <http://www.usatoday.com/graphics/weather/gra/antarctic/frame. htm>.

Page 20: Intermediate

1. (a) true (b) false (c) false (d) true (e) false 2. (a) creating the world’s ocean currents. (b) the history of the Earth’s atmospheric, geophysical and temperature changes. (c) polar ice melts faster than new ice can be added. (d) cooling the heated ocean water and removing humidity from the air. 3. Answer will vary; however, students should include: Scientists are able to study past information to help make predictions toward possible future outcomes. 4. Answers will vary.

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• Polar regions play a significant role in the world’s climate cycles and systems. Global warming could have an enormous impact on the role of the polar regions, the melting ice and the lack of ability to cool the warming oceans. The effect this might have on our planet is beyond speculation. Scientists, therefore, study the polar regions closely to observe any significant changes and the impact on the region in order to identify any risk to the planet. By studying past climatic changes and conditions, scientists have learned that fluctuations in the atmosphere have occurred at different stages in the Earth’s history. Once this information is explored and understood, scientists are then able to use the information to compare it the data collected now and calculate whether the changes are of a significant magnitude.

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• Research to find out the type of information that can be determined by studying ice cores from Antarctica and the Greenland ice cap. Present your information in the form of a newspaper article, with an appropriate and catchy headline. Use the correct newspaper format including: headline; lead sentence; who, what, when, where, why and how; a photograph with a caption and by-line.

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• Research to find out more about global currents: their directions, warm and cold currents and how they move around the globe. Present your information on a map of the world.

Curriculum links:

the dense salt water (heavier). The science experiment is demonstrating the difference in density of salt and fresh water, which was explained in the text. Students should use this knowledge from the text to make his/her appropriate predictions as to what will happen when the experiment is performed; then using the knowledge, explain why the fresh water floated on top of the salt water.

English

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Extension:

Page 21: Advanced

SOSE

Science

NSW

RS3.5, RS3.6, WS3.9

ENS3.5, SSS3.7

ESS3.6, INVS3.7

Vic.

ENRE0401, ENRE0404, ENWR0401

SOGE0401

SCPS0402

R 4.1, R 4.4, W 4.2

PS 4.1, NSS 4.1

EB 4, EC 4, NPM 4

4.3, 4.8, 4.11

4.5, 4.6

4.1

Qld

Refer to curriculum documents on <http://www.qsa.qld.edu.au> PS 4.4

The Arctic and the Antarctic

EB 4.1, NPM 4.1

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What is a polar region? Importance of polar regions

Why are the polar regions so important to Earth? Even though the polar regions are at the very ends of the Earth, we would certainly notice if they weren’t there!

r o e t s Bo r e p ok u S

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Teac he r

• Any impact from global warming is expected to be • Polar regions act as the Earth’s ‘air conditioners’. noticed in the polar regions first. The area of the equator and those regions either side (the tropics) receive the most intense solar radiation, making People often worry that polar ice is melting. What people don’t realise is that polar ice is always melting and then these areas the hottest on the planet. the atmosphere and refreezing. The issue of polar ice melting only becomes oceans work to move the heat away from the equator and a problem when the polar ice melts faster than new ice tropics to the Arctic and Antarctic regions. Once the heat can created. Polar regions are currently able to maintain reaches the polar regions, the temperature is lowered and their cold climate because of the enormous amount of ice humidity is removed from the air. This process forms that is able to reflect a large percentage of solar radiation the snow found in the polar regions. back into the atmosphere. Problems only occur when too much ice melts—the reflection capability of the polar regions is significantly reduced and the sun heats up the area. Once the polar regions heat up, they no longer have the ability to cool down the warm water that reaches them and so the cycle continues.

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The Antarctic ice cools the air (cold air is heavier than warm air), causing it to sink and move down the slopes of Antarctica’s high elevation to the lower regions at sea level. Fast-moving winds collide with the sea ice and push it away from the shore. The cold winds then freeze the exposed water. This process ‘squeezes out’ the salt in the water, which makes the water below more dense (when sea has more salt, it becomes heavier) and causes it to sink. Warm water moves in to take the place of the cold, salty water at the bottom, which now begins to move around the globe.

As each layer of snow and ice forms, they become a time capsule, trapping information about any changes happening on the Earth or in the atmosphere at that time. Scientists use this information to learn about the history of the Earth and to predict possible future outcomes.

o c . che e Greenland’s ice r sheet holds a record of Earth’s history o t r dating back further than 100 000 years. The water and s supe r air that made the snow holds important information for

The words in bold print each explore have an antonym. Can you work out what it is? Record each word and its appropriate antonym.

Words to

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Note f o interest

scientists about temperature, atmospheric conditions and geophysical activity at various times in the past. Cores extracted by drilling into the ice are one of the best records of past climate activity.

The Arctic and the Antarctic

What is a polar region? Importance of polar regions

Complete the questions. 1. True or false? (a) Salt water is heavier than fresh water.

(b) Polar regions make the air more humid.

To e F r t s B r e oo (e) Warm air is heavier than coldp air. T F u k 2. Complete these sentences.S

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Teac he r

(d) Polar ice reflects solar radiation.

(a) The Antarctic winds are responsible for

(b) Scientists drill into pack ice to discover

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4. Of the four aspects explaining the importance of polar regions, which do you consider to be the most important and why?

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3. Explain the importance of being able to access the Earth’s geophysical, atmospheric and meteorological history.

o c . che e r o t r s super

The Arctic and the Antarctic

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What is a polar region? Importance of polar regions

Group task 1. Work in a group of three people. My group: 2. Gather your materials and follow the procedure to observe the difference in density between salt and fresh water. Materials:

Prediction:

r o e t s Bo r e p ok u S

Teac he r

What do you think will happen?

Procedure:

Findings:

1. In one plastic cup, use a spoon to mix one cup of fresh tap water with the salt. Stir until all salt is dissolved. Allow to stand for five minutes.

What actually happened?

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• 2 x clear plastic cups • 1 cup of fresh tap water • 1/4 cup of salt • additional fresh water • blue food colouring • eye-dropper • mixing spoon

2. In the other plastic cup, mix the additional fresh water with the blue food colouring.

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Why did it happen?

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3. Use an eye-dropper to carefully drop 5 mL of the blue fresh water liquid down the side of the cup without disturbing the salty water.

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o c . che e r o t r s super 3. Repeat the experiment in reverse.

Add 5 mL of blue salt water to one cup of fresh water. Observe!

What happened this time? Why do you think this happened?

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The Arctic and the Antarctic

What is a polar region? Scientific research Indicators: • Reads the text about scientific research in polar regions. • Completes comprehension activities related to the text. • Identifies necessary requirements for working in polar regions.

Additional information:

Answers:

r o e t s Bo r e p ok u S

• The following website outlines what it takes to be a research scientist: <http://www.gould.edu.au/wildlifecams/habitat_view. asp?id=8359>. A comprehensive list of Antarctic bases: <http://www.70south.com/resources/antarctic-bases/>. A comprehensive list of Arctic research stations: <http://www.allthingsarctic.com/science/index.aspx>.

Page 24: Intermediate

1. Answers will vary 2. (a) A marine biologist is a scientist who studies the plants and animals which live in the ocean. (b) Ice cores are an invaluble source of information about past climate, atmospheric, temperature and geophysical conditions of the Earth. (c) Living and working in polar regions is an isolating and rare experience which can never be forgotten. 3. (a) Information about the history of the Earth to help predict the future. (b) Help with space technology and research. (c) Researching how the plants and animals can help society. (d) Observing changes in climatic and atmospheric conditions which may effect the rest of the planet.

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Teac he r

• The amazing thing about the polar regions is that they are one of the only regions on the planet where people from so many different countries come together to often work for the betterment of our world. At very few places on the planet do so many scientists come together to research and explore an environment with such fervour.

Extension:

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• Make contact with a research station and present them with a list of questions the students might like to ask about working and living in a polar environment.

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• Research to find out what type of research is happening at the various research stations. Present the information in the form of a polar research guide book.

Curriculum links: NSW

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RS3.5, RS3.6, WS3.9

o c . che e r o t r s super

English

Vic.

ENRE0401, ENRE0404, ENWR0401

R 4.1, R 4.4, W 4.2

4.3, 4.8, 4.11

Qld

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

The Arctic and the Antarctic

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What is a polar region? Scientific research

Why do scientists work in polar regions? Thousands of scientists, from more than 60 countries, work within polar environments. It is an isolating and rare experience that often remains with the scientists long after they have left the region. Scientists study many different aspects of science within the polar regions. Some of these include: • the ice and snow • climate change

• weather and seasonal patterns • the history of the Earth • atmospheric conditions and changes • medical breakthroughs • space technology.

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r o e t s Bo r e p ok u S

• biodiversity (animals and plants)

Teac he r

Geologists are also unlocking information from the past by drilling ice cores from deep within the ice. These ice cores are studied to discover what the atmosphere, climate, temperatures and geophysical activity was like at different times in the past. Some ice cores are able to provide information from up to 100 000 years ago. Having this type of information allows scientists to find links between today’s current climate and atmosphere to those of the past. They can then calculate whether the patterns that we see today are part of a regular cycle or something that should cause alarm. Scientists have also found amazing information about the plants and animals that make their home in the harsh environment. Unlocking their secrets helps scientists to work out if these features can be used to benefit society; for example, marine biologists have discovered that a compound found in a sea squirt is very active against melanomas and could possibly provide a cure to the cancer.

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The extreme conditions of polar regions make them an invaluable resource to meteorologists, who work to understand global weather and atmospheric conditions and climatic patterns. Changes in these regions can affect the entire planet. Therefore it is important that scientists work to understand the history of the area in order to predict what the future may hold.

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Biologists also observe plant and animal life to learn about special characteristics they may have conducted in order to survive in the harsh conditions. Studies are developed to monitor the survival or endangerment of particular species.

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The scientific stations are built to withstand the extreme conditions and make life in the polar region bearable. Over the past 200 years, technologies have significantly improved enabling scientific teams to live comfortably in the harsh conditions to keep them in touch with the outside world, and store and provide enough resources for survival.

o c . che e r o t r s super

The words in bold print use a suffix explore to change the meaning of the word. Record each word, identify the suffix and write how it changes the meaning of the base word.

Words to

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Note f o interest

Scientists once visited the Antarctic to study the region in order to understand this extreme biome. Today, scientists study the Antarctic to help them with space travel and other discoveries. It has been hypothesised that Antarctic’s harsh environment is similar to that of Mars. Therefore, microbiologists practise and refine techniques in Antarctica which may help them discover and understand life forms on Mars!

The Arctic and the Antarctic

What is a polar region? Scientific research

Complete the questions. 1. Write questions to match these answers. (a) sea squirt (b) Mars (c) ice cores

(d) meteorologist

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Teac he r

r o e t s Bo r e p ok u S

2. Choose the best possible answer to complete these. (a) A marine biologist is a scientist who studies:

land-based plants and animals.

past climate, atmospheric, temperature © R. I . C.P ubl i ca t i ons and geophysical conditions of the Earth. •f orr evi ew pur pos esonl y•

the plants and animals which live in the ocean. the animals and plants that live in polar regions.

how cold ice can be.

what life was like on planet Earth 100 000 years ago.

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(b) Ice cores are an invaluable source of information about:

can be extremely cold.

. te and rare experience which can never be forgotten. o may be an isolating c . c e heinr r 3. Identify four benefits of scientific research polar regions. o t s s r u e p (b) (a)

can be very rewarding.

(c)

(d)

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What is a polar region? Scientific research

Most of the jobs available in the Arctic and Antarctica are on research stations. The stations vary in size; however, most hold between 40 and 50 people in the summer months and around 10 to 20 in the winter. Jobs fall into two categories:

Why would you like to work in a polar region?

r o e t s Bo r e p ok u S What type of work would you like to do?

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Scientific Scientists make up the bulk of people employed in polar regions; If it weren’t for them, there would be no need for the support staff. Scientists usually travel to the Arctic or Antarctica with a project or they may work as part of a team on a project. Many different scientists work in polar regions, and some of them are:

Teac he r

So, do you want to work in a polar research station? You need to carefully consider the following:

• biologists (terrestrial or marine) • glaciologists • geologists

What would you hope to achieve by working in a polar region?

• meteorologists

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Support Support roles are varied and are responsible for keeping the base in good working order and its personnel healthy and happy. Some of these include: • cook • electrician • carpenter

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• oceanologists. What qualifications and/or experience might you need?

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• boat handler • mechanic

Briefly explain to a possible future employer why they should employ you to work in a polar region.

• radio operator • doctor • diving officer.

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The Arctic and the Antarctic

What is a polar region? Polar region summary Indicators: • Concisely summarises information gained about polar regions. • Identifies points of interest for future learning.

Additional information:

Answers:

r o e t s Bo r e p ok u S

• When summarising the information gained so far about polar regions, students may refer to the information sheets. It is not expected that they remember all of the information, as it is not a test.

Page 27: Intermediate

Antarctica

Name origin

Greek, ‘Antarktikos’ Greek, ‘Arktos’ meaning ‘opposite of meaning ‘bear’ the Arctic’. representing the constellation of ‘Great Bear’ above the Arctic. Location Southern Northern Hemisphere; 66 °S Hemisphere; 66 °N to the North Pole. to the South Pole. Area fifth largest smallest ocean; continent; includes land areas doubles it size of Alaska, Norway, during winter as Russia, Iceland, sea freezes; Sweden, Finland, 14 000 000 km2 Greenland, Canada; 14 056 000 km2 Ownership No-one Each country is allowed an area of 21 km from the coastline for trade purposes Population No permanent permanent residents; summer populations; = 4000 scientists, in excess of winter = 1000 2 000 000 north of 60 °N scientists Research ice cores, animals, ice cores, ice drift, plants, temperature, animals, plants, climate change, temperature, climate atmospheric change, atmospheric conditions, location conditions, location and movement of and movement of magnetic South Pole magnetic North Pole Special Answers will vary Answers will vary features

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• Provide students with enough time to reflect on what they have learnt and if they have developed an interest in a particular area of study about polar regions. When students consider what they would still like to learn, each list should be individual as each student may have developed his/her own personal interest.

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Arctic

Extension:

• Once students have identified points of interest for future learning, have them brainstorm resources which could be used to gather information (include specific references available in the library.)

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like to learn about polar regions. Display in a prominent location during the course of study.

Curriculum links:

English

. te

NSW

RS3.5, RS3.6, WS3.9

Vic.

ENRE0401, ENRE0404, ENWR0401

R 4.1, R 4.4, W 4.2

4.3, 4.8, 4.11

Qld

Refer to curriculum documents on <http://www. qsa.qld.edu.au>

o c . che e r o t r s super 2. Answers will vary.

The Arctic and the Antarctic

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What is a polar region? Polar region summary

Think! 1. Use the information you have learned so far to complete this table. Antarctica

Arctic

Name origin

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Location

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Area

Ownership

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o c . e 2. What else would you likec to h learn about the polar regions? r e o t r s super Antarctica Arctic Special features

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The Arctic and the Antarctic

Antarctica Geographical features Indicators: • Reads the text about some of the geographical features of Antarctica. • Completes comprehension and word study activities related to the text. • Uses an atlas to locate, plot and record longitude and latitude of geographical features in Antarctica.

Additional information:

r o e t s Bo r e p ok u S Answers:

Teac he r

• West Antarctica is also known as Lesser Antarctica. The region lies entirely within the Western Hemisphere. The West Antarctic Ice Sheet drops 2500 metres below sea level resting on the sea bed. East Antarctica is also known as Greater Antarctica. Most of the region lies within the Eastern Hemisphere. The ice sheet in the east rests on land.

Page 30: Intermediate

1. (a) Below the ice. (b) The solid base of rock which supports loose material above. (c) The surface features of a place or region. 2. (a) millions of years (b) 56% (c) 1/9 (d) 2% (e) 7452 m 3. Answers will vary 4. Answers will vary

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• Mount Kirkpatrick (also known as Mount Kilpatrick) is another interesting feature of Antarctica and has an amazing collection of fossilised dinosaur remains. These finds support scientific theory that Antarctica was once a lush environment full of prehistoric life. It is believed that the mountain was once a riverbed when it was part of Gondwanaland, which may explain why dinosaur fossils can be found there.

Page 31: Advanced

1. A Bentley Subglacial Trench B East Antarctica C Ellsworth Mountain Range D Geographical South Pole E Lake Vostok F Mount Erebus G Ross Ice Shelf H Ross Island I Transantarctic Mountain J Vinson Massif K Weddell Sea L West Antarctica

interests you and compile information about it in order to produce an information pamphlet for possible future tourism.

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• Research to find out the current plans to explore Lake Vostok. What are your opinions on scientific exploration of the area? Consider the positive and negative impacts exploration of the area may have.

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Curriculum links:

English

NSW

RS3.5, RS3.6, WS3.9

Vic.

ENRE0401, ENRE0404, ENWR0401

V 4.1, R 4.1, R 4.4, W 4.2

4.3, 4.8, 4.11

Qld

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

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o c . che e r o t r s super B

SOSE

SOGE0401

H F

2. Vinson Massif: 85°37’ W, 78°31’ S; Lake Vostok: 106°52’ E, 78°27’ S; Mount Erebus: 167°17’ E, 77°32’ S; Mount Tyree: 85°55’ W, 78°24’ S.

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Antarctica Geographical features

What are some of the most famous topographical features of Antarctica?

r o e t s Bo r e p ok u S

You may be surprised to know that Antarctica has a number of volcanoes. The most famous—and only active—volcano is Mount Erebus. Less than one million years old, it is located on Ross Island in the Ross Sea. Standing 3795 metres in height, it is the southern most volcano on the planet and has been continuously active since 1972.

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The Transantarctic Mountains run from the Ross Sea to the Weddell Sea. Scientists believe them to be around 65 million years old. At 3500 km in length, they are responsible for dividing Antarctica into East Antarctica and West Antarctica.

In 1996, radar imaging discovered Lake Vostok, located below the Vostok research station. It is a liquid water lake located 4000 metres below the ice and has a surface area of 15 690 km2. The fresh water in the lake is believed to be millions of years old and is the largest unspoiled lake on the planet. Scientists believe the lake is home to ancient microbes which may not have changed since Antarctica was part of Gondwanaland.

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coastline has ice shelves attached. The Ross Ice Sheet is the largest ice sheet on the planet, with a total area of around 487 000 km2. It is between 100 and 1000 metres thick with 8/9 hidden below the ocean’s surface. Icebergs regularly calve from the ice sheet, changing its size and shape.

Note f o interest

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point on Antarctica at an amazing 4897 metres. It is part of the Ellsworth Mountain Range which run north to south. This mountain range is the tallest on Antarctica.

Ninety-eight per cent of Antarctica is covered in an enormous ice sheet. This ice sheet is the largest single mass of ice on the planet, with a total area around 27 million km3. The ice is so heavy that it is responsible for pushing the continental bedrock down 2.5 km below sea level. This ice accounts for 61 per cent of the Earth’s fresh water stores. If the Antarctic ice sheet was to melt, it is predicted that sea levels would rise by 61.1 metres.

o c . c e he r The lowest point found on Antarctica is the Bentley o t r s s uper Subglacial Trench. It is hidden below a thick layer of ice 2555 m below sea level. It is the lowest point of surface not covered by sea on the planet. It is about the size of Mexico.

The words in bold print have more than one meaning. explore Find out what the meanings are and record them. Highlight the meaning which is most suited to its use in this text.

Words to

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The Arctic and the Antarctic

Antarctica Geographical features

Complete the questions. 1. Find the meaning of these words. (a) subglacial (b) bedrock (c) topographical

2. Quick quiz!

(a) How old is Lake Vostok?

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Teac he r

r o e t s Bo r e p ok u S

years

(b) What percentage of Antarctica’s coastline is clear of ice shelves? (c) What fraction of the Ross Ice Sheet can be seen above the ocean’s surface? (d) What percentage of Antarctica is not covered in ice?

© R. I . C.Publ i cat i ons 3. Which feature mentioned in the f o rr evi ew pur posesonl y• text do you find• most interesting? (e) What is the difference in height between the highest and lowest points on Antarctica?

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Please explain why.

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o c . c e 4. Do you think you would like to visith Antarctica? Yes o Nor er t s super Please explain your answer.

The Arctic and the Antarctic

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Antarctica Geographical features

Mapping!

r o e t s Bo r e p ok u S

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Teac he r

1. Use an atlas to help you locate and plot the geographical features listed below on the map.

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Bentley Subglacial Trench

Vinson Massif

Ellsworth Mountain Range

o c . Transantarctic Mountains che Ross Island e r o West Antarctica r st Weddell Sea r su pe

Geographical South Pole Ross Ice Shelf

East Antarctica

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Lake Vostok

Mount Erebus

2. Use an atlas to help you locate the longitude and latitude of these geographical features. Feature

Longitude

Latitude

Vinson Massif (highest peak) Lake Vostok (largest lake) Mount Erebus (active volcano) Mount Tyree (second highest peak) R.I.C. Publications® www.ricpublications.com.au

The Arctic and the Antarctic

Antarctica Meteorology Indicators: • Reads the text about some aspects of Antarctica’s meteorology. • Completes comprehension and word study activities related to the text. • Works cooperatively in a group situation to collect data from the Internet.

Additional information:

Answers:

r o e t s Bo r e p ok u S

Teac he r

Page 12: Intermediate

1. Answers will vary 2. Answers will vary Page 13: Advanced

Teacher check

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• The extreme weather and turbulent seas are the very factors that have isolated Antarctica from the rest of the world and have probably saved the region from exploitation and destruction. It is believed that even though the edges of Antarctica appear to warming up, the South Pole is becoming increasingly colder and more frozen. • When a snowflake falls at the South Pole, it will not reach the ocean for 50 000 years. • For a list of remote weather stations go to: <http://amrc.ssec.wisc.edu/aws.html>

Extension:

• Students perform research to identify and explain the various types of winds associated with Antarctica. Present the information in the form of a booklet.

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Curriculum links:

English

Science

NSW

RS3.5, RS3.6, WS3.9

Vic.

ENRE0401, ENRE0404, ENWR0401

R 4.1, R 4.4, W 4.2

4.3, 4.8, 4.11

Qld

Refer to curriculum documents on <http://www.qsa.qld.edu.au> SS D4.4

. te

INVS3.7

m . u

people there?

o c . che e r o t r s super EB 4 4.1

The Arctic and the Antarctic

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Antarctica Meteorology

Antarctic are plagued by constant westerly winds due to The climate of Antarctica attracts a great deal of its uninterrupted path. The winds are often referred attention from meteorologists around the world, to as the ‘roaring forties’, ‘furious fifties’ and ‘screaming sixties’. particularly those in the Southern Hemisphere. What is so extreme about Antarctica’s weather?

Weather observations have only been recorded for the past 150 years and detailed weather charts only began in the 1950s. Today, trained meteorologists record data around the clock at research stations while remote data sensors are used to complete the Antarctic weather picture. Atmospheric scientists study seasonal temperatures, atmospheric pressure, wind speed and direction, solar radiation, precipitation and evaporation.

r o e t s Bo r e p ok u S

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Teac he r

Antarctica also experiences cyclones, storms and blizzards. These generally occur as the continent cools down, causing a greater difference in atmospheric pressure systems. Storms can last several days or even weeks. Blizzards are caused by extreme winds picking up loose snow from the ground. Some blizzard storms can be so severe that scientists are Facts in brief! unable to see more than one metre in front of them. • East Antarctica is colder than West Antarctica because Byrd Station, in West Antarctica, experiences blizzard its elevation is higher. conditions for 65 per cent of the year! • The Antarctic Peninsula experiences the most Even though Antarctica is covered with ice and snow, moderate climate of the region. there is insufficient humidity to cause precipitation. • The coldest Antarctic temperature of -89 °C was On average, Antarctica receives less that 50 mm of rain each year. This makes Antarctica the largest desert on recorded at Vostok Station on 21 July 1983. the planet! • The warmest Antarctic temperature of 14.6 °C was Note f recorded at Vanda Station on 5 January 1974. o

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Antarctica holds the record for being the windiest place on the planet. The katabatic winds are famous for sweeping down through Commonwealth Bay at extreme velocities, averaging 80 km per hour. The fastest winds ever recorded here were at hurricane speeds of 304 km per hour! These winds are driven down from high altitudes by gravity and when pushed through a narrow trough or channel, the wind force is intensified. The latitudes between 30° S and 65° S surrounding the

interest

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• Antarctica’s average winter temperature ranges between -40 °C and -70 °C. The average summer temperature ranges between -15 °C and -35 °C.

The South Pole experiences its own unique weather patterns. The average summer temperature is –25 °C, while the average winter temperature drops to –65 °C! The South Pole itself has the clearest, calmest weather on the planet (the strong winds associated with Antarctica happen around the coastline). During summer, the South Pole experiences six months of daylight, followed by six months of night over the winter.

o c . che e r o t r s super

The words in bold print use a prefix. explore Identify the base word and record how the prefix has changed its meaning.

Words to

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The Arctic and the Antarctic

Antarctica Meteorology

Complete the activities. 1. Write the missing clues for this crossword. 1

K A

r o e t s Bo r e p ok u S M

E R

Y I

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10.

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Teac he r

o c . che e r o 2. A haiku is a Japanese style of poetry, originally about nature or the seasons. The poem is made up of three t r s s per lines and the entire poem has only 17 syllables. u 11. 12.

7. 9.

Write a haiku about Antarctica’s weather. Title: Line 1 (5 syllables): Line 2 (7 syllables): Line 3 (5 syllables): 34

The Arctic and the Antarctic

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Antarctica Meteorology

Use the Internet to complete the activity. 1. Work in a group of four people. These people are: Each person in your group must select one station based in Antarctica and record its weather conditions over a oneweek period. Try to choose the stations that are not too close to each other. Station name:

Location:

r o e t s Bo r e p ok u S

2. Predict what you think the weather conditions will be like at the station base you chose to observe.

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Teac he r

Wind

Temp.

3. Record the observations for your station here. Monday

Tuesday

Wednesday

Thursday

min.

max.

speed

Friday

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4. At the end of the week, compare the weather conditions between the four stations. Make notes on your group’s comparisons here.

o c . che e r o t r s super

5. What did your group notice about the weather patterns on Antarctica? 6. How would you rate your initial prediction? 1 (poor)

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The Arctic and the Antarctic

10 (excellent) 35

Antarctica People Indicators: • Reads the text about the inhabitants of Antarctica. • Completes comprehension and word study activities related to the text. • Works independently to complete the activities using research from the Internet.

Additional information:

Answers:

r o e t s Bo r e p ok u S

Teac he r

• A starting point for information about research stations can be found at: <http://www.antarcticconnection.com/antarctic/stations/ index.shtml> and; <http://www.70south.com/information/antarctic-bases>.

Page 38: Intermediate

1. 1908: UK; 1923: NZ; 1924: France; 1929, 1939: Norway; 1933: Australia; 1940: Chile; 1943: Argentina 2. (a) 38 (b) 90°W to 150°W (c) USA and Russia (d) France (e) six 3. (a) unequalled; different from any other (b) kept by under special arrangement (c) a piece of work set down to be done by someone in particular (d) constantly in use; in a state of action 4. Answers will vary

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• Antarctica is unsuitable for permanent human habitation due to its harsh environment. This environment is unable to support a population, and therefore has never been settled by any one group. It is only because of modern technological developments that scientific research is able to be undertaken on the continent. Antarctica is ideal for scientific study; due to its isolation, it is one of the few unspoiled places on earth which allow scientists to observe and study environmental changes and impacts.

Page 39: Advanced AmundsenScott

USA

Casey

AUS

• • • • •

Davis

AUS

• • • • • •

Halley

•

Mawson

AUS

• • • • •

McMurdo

USA

•

Palmer

USA

•

Neumayer

Ger.

• •

Rothera

• • •

SANAE IV

S. Africa

•

• •

• • •

•

© R. I . C.Publ i cat i ons • Research to find outf what is like to v live i ine a research • oitr r e w pur posesonl y• station on Antarctica. Then write a journal entry for each day over a one-week period as if you were living there. Explain how you spend your time, what you eat, your work and your feelings.

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• Locate the various countries, which have a research station on Antarctica, on a blank world map. Why do you think these countries are interested in research in Antarctica?

Curriculum links:

English

. te

•

• • • •

•

• •

o c . che e r o t r s super

SOSE

Science

NSW

RS3.5, RS3.6, WS3.9

Vic.

ENRE0401, ENRE0404, ENWR0401

V 4.1, R 4.1, R 4.4, W 4.2 PS 4.2

4.3, 4.8, 4.11

4.1

Qld

Refer to curriculum documents on <http:// www.qsa.qld.edu.au>

SS 4.1

Vostok

Russia

•

• •

•

Neumayer

INVS3.7, UTS3.9

Palmer

SOGE0401

•

Scott

SANAE IV

Halley

Mawson

Rothera

Davis Amunsden-Scott Vostok

McMurdo Scott Base

•

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Extension:

The Arctic and the Antarctic

Casey

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Antarctica People

Who is in charge of Antarctica?

Norway

ina

ain

Summer 1

1 1 1 2 1 1

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1 1 1

1 1

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New Zealand

n Fra

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alia

Austr

1 1 1 1

Chile

Bri t

nt rge

r o e t s Bo r e p ok u S

All Year 6 3 1 1 4 1

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Teac he r

Antarctica is unique in that it is the only continent that does not have a native population. This means that no single government controls Antarctica. However, that doesn’t mean that Antarctica is not a busy place. Seven countries—Argentina (1943), Australia (1933), Chile (1940), France (1924), New Zealand (1923), Norway (1929 and 1939) and the United Kingdom (1908)—have made land claims on Antarctica over the years (in brackets), while the USA and Russia have reserved the right to be able to make a claim at some stage in the future.

Country Argentina Australia Brazil Bulgaria Chile China Czech Republic Finland France Germany India Italy Japan New Zealand Norway Peru Poland Romania Russia South Africa South Korea Spain Sweden UK Ukraine Uruguay USA

2 2

2 1 1 3

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Several countries do not have a land claim on Antarctica; 1 however, under international law they are permitted to set up research stations for scientific purposes. Some As well as these stations, there are also several research research stations are maintained all year round while tents set up over the summer to complete particular others are primarily used over the Antarctic summer. research tasks on the continent. The words in bold print have explore a synonym which could easily be used in its place. Identify a synonym which could be used and rewrite the sentence.

Words to

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Note f o interest

Australia has two separate territorial claims with a total area estimated at 6 119 818 km2, the largest of any territorial claim. There are currently nine active research stations within this territory, three of which are Australian and one international. The Arctic and the Antarctic

Antarctica People

Complete the questions. 1. Record, in order from earliest to most recent, the countries which have a territorial claim on Antarctica. Country

r o e t s Bo r e p ok u S

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Teac he r

Year

Flags at South Pole

2. Quick quiz!

(a) What is the total number of year-round research stations on Antarctica?

(b) Which section of Antarctica (in degrees) has not yet been claimed by a country?

(c) Which two countries have reserved the right to (d) Which country has the smallest land claim on make a claim on land in the future? Antarctica?

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(e) How many non-Australian research stations are active on the Australian territorial claim?

3. Find and record the meaning of these words. (a) unique

(b) reserved (c) tasks (d) active

o c . che e r o t r s super

4. Explain why you think Australia has the largest territorial claim on Antarctica.

The Arctic and the Antarctic

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Antarctica People

Internet research 1. Use the Internet to complete the table below about some of the research stations on Antarctica.

Casey Halley

History

Physical science

Ecological

Meteorology

Glaciology

Medicine

Marine science

Earth science

Human impacts

Atmospheric science

Geoscience

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Teac he r

Davis

r o e t s Bo r e p ok u S Country

Biology

Research Station

Astrophysics

Main research conducted

Mawson

McMurdo Palmer

Neumayer

SANAE IV

Amundsen-Scott

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2. Locate and plot the above research stations on this blank map of Antarctica.

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Vostok

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The Arctic and the Antarctic

Antarctica Antarctic Treaty Indicators: • Reads the text about the Antarctic Treaty. • Completes comprehension and word study activities related to the text. • Works cooperatively in a group to establish a governing body for Antarctica as well as a set of rules and regulations which visitors must follow in order to preserve the continent.

Additional information:

r o e t s Bo r e p ok u S Answers:

Teac he r

Page 42: Intermediate

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• The 46 signatories (and their joining date) are: Argentina (23/06/1961); Australia (23/06/1961); Austria (25/08/1987); Belarus (27/12/2006); Belgium (26/07/1960); Brazil (16/05/1975); Bulgaria (11/09/1978); Canada (04/05/1988); Chile (23/06/1961); China (08/06/1983); Colombia (31/01/1989); Cuba (16/08/1984); Czech Republic (01/09/1993); Denmark (20/05/1965); Ecuador (15/09/1987); Estonia (17/05/2001); Finland (15/05/1984); France (16/09/1960); Germany (05/02/1979); Greece (08/01/1987); Guatemala (31/07/1991); Hungary (27/01/1984); India (19/08/1983); Italy (18/03/1981); Japan (04/08/1960); Korea DPRK (21/01/1987); Korea ROK (28/11/1976); Netherlands (30/03/1967); New Zealand (01/11/1960); Norway (24/08/1960); Papua New Guinea (16/03/1981); Peru (10/04/1981); Poland (08/06/1961); Romania (15/09/1971); Russian Federation (02/11/1960); Slovakia (14/06/1962); South Africa (21/06/1960); Spain (31/03/1982); Sweden (24/03/1984); Switzerland (15/11/1990); Turkey (24/01/1996); Ukraine (28/10/1992); United Kingdom (31/05/1960); United States (18/08/1960); Uruguay (11/01/1980); Venezuela (24/05/1999).

2. (a) T (b) F (d) T (e) F 3. Answers will vary

Page 43: Advanced

Teacher check

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Extension:

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• For additional activities related to the Antarctic Treaty: <http://classroomantarctica.aad.gov.au/Unit7_menu.html>

• Research to find evidence of nations working together in a cooperative manner in Antarctica. Present the events in the form of a newspaper article which celebrates the Antarctic Treaty system.

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• Research to find the full text of the Antarctic Treaty. Select one act that appeals to you. Research it in detail and explain the importance of the act in relation to Antarctica and the world.

Curriculum links:

English

SOSE

NSW

TS3.2, RS3.5, RS3.6, WS3.9

ENS3.6, SSS3.8

Vic.

ENRE0401, ENRE0404, ENWR0401

SOES0402, SOSE0403

R 4.1, R 4.4, W 4.2

PS 4.3, R 4.2, C 4.2, NSS 4.2

4.3, 4.8, 4.11

4.3, 4.6

Qld

Refer to curriculum documents on <http://www.qsa.qld.edu.au> PS 4.5, CI 4.2, SRP 4.3

The Arctic and the Antarctic

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Antarctica Antarctic Treaty

Why does Antarctica need a treaty? These, among other acts, were considered important enough to be recorded and adhered to by any nation who wanted to be part of Antarctic scientific research. Since then, however, several additional issues have been raised, discussed and added to the treaty, now referred to as the Antarctic Treaty System. A major addition to the system was the Protocol on Environmental Protection (a.k.a. Madrid Protocol) to the Antarctic Treaty in 1991. This established further protection of the continent:

r o e t s Bo r e p ok u S

• designating Antarctica as a ‘natural reserve, devoted to peace and science’

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Teac he r

Antarctica is the only continent on the planet that does not have a native population, therefore it does not have a government to oversee the day-to-day and long-term activities there. It was decided after the 1957–58 Geophysical Year that it was possible for several countries to cooperate in a peaceful way for scientific purposes. This led to the development and signing of the Antarctic Treaty in 1959 which governs the actions of people in Antarctica. The treaty was originally signed by 12 nations who were active in Antarctica at the time. These nations included: Argentina, Australia, Belgium, Chile, France, Japan, India, New Zealand, Norway, South Africa, USSR (Russia), the United Kingdom and the United States of America. Since then, an additional 34 countries have joined the treaty, bringing the total number of signatory nations to 46—representing around two-thirds of the world’s population.

• establishing environmental principles to govern the conduct of all activities • prohibiting mining

• subjecting all activities to prior assessment of their environmental impacts; Antarctica is considered ‘the world’s last great wilderness’ and therefore requires specific rules and regulations in • providing for the Committee for Environmental order to ensure its conservation and protection. Annual Protection, established in 1998 meetings are held at different locations all over the world and are attended by scientists and legal and political advisors. • requiring the development of contingency plans to respond to environmental emergencies It is at these meetings that important issues are discussed and decisions are made as to the future conservation and • providing for the elaboration of rules relating to liability for environmental damage. protection of Antarctica.

. t e • free exchange of information

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There were 14 original acts outlined in the Antarctic Treaty, It has been recognised that polar regions are crucial to the stability of the planet and for understanding current and which included: future climate change; which is why so many nations work • the area of Antarctica was only to be used for peaceful so hard to protect them. purposes

o c . and personnel was to bec Even though thee Antarctic Treaty was signed in her r maintained. Washington on 1 December 1956, it was not put into o t s supe r effect until 23 June 1961. It is considered to be the most

• freedom of scientific investigation was to continue

Note f o interest

successful international agreement ever made! This is probably because all decisions are made by general consensus.

Words to

The words in bold print all begin with the letter ‘p’.

explore Write them in alphabetical order.

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The Arctic and the Antarctic

Antarctica Antarctic Treaty

Complete the questions. 1. Locate and colour the original twelve nations which signed the Antarctic Treaty. 2. True or false? (a) The Antarctic Treaty took four and one-half years to come into effect.

Teac he r

location during wartime.

(c) Antarctica is rich in mineral resources which are currently being mined. (d) The Antarctic Treaty has changed and evolved since it was first established.

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r o e t s Bo r e p ok T F u S (b) Antarctica is a strategic

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(a) If the Antarctic Treaty had never been developed, how do you think Antarctica would be different today?

o c . che e r o t r s super

(b) Prohibiting mining is an important factor in the conservation of Antarctica. Why do you think this is so important?

(c) The Antarctic Treaty has been very successful. Why do you think the nations involved are able to work so well together to maintain harmony?

The Arctic and the Antarctic

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Antarctica Antarctic Treaty

Group task The Antarctic Treaty governs what people on Antarctica can and can not do for the good of the preservation of the continent. It was created because Antarctica does not have a government of its own unlike other nations. Consider the necessity of having a governing body to make rules and regulations for all humans Working in a group of four, develop your own governing body for Antarctica. Devise rules and regulations by which visitors to the continent must live. 1. People in my group:

r o e t s Bo r e p ok u S

3. Flag of governing body:

4. Governing rules and regulations for the continent of Antarctica. Rule/Regulation

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Teac he r

2. Name of governing body:

Purpose of rule/regulation

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The Arctic and the Antarctic

Antarctica Exploration Indicators: • Reads the timeline outlining significant events in Antarctic exploration.. • Completes comprehension and word study activities related to the text. • Works independently to research and plan a simulated expedition into Antarctica.

Additional information:

Answers:

r o e t s Bo r e p ok u S

• Share stories of survival of the Antarctic explorers with the students by using the Internet. The following websites share some fascinating stories about the tragedy and triumph of Polar Exploration.

Page 46: Intermediate

1. A M U N D S E N

Teac he r

Movie of Ernest Shackleton: <http://www.pbs.org/wgbh/nova/shackleton/1914/ odysseyqt.html> Story of survival of Douglas Mawson: <http://www.pbs.org/wgbh/nova/shackleton/surviving/ stories.html#mawson> • The race to be the first to reach the South Pole was one of the most amazing feats ever achieved. For one party, success was its reward; for the other, disappointment and death. Share the story with your students: <http://www.nationalgeographic.com/ngkids/0002/ race_to_end/index.html>

2. Teacher check 3. Teacher check

V O A T E S H N H I S A L C L K A P A L M E R E Y S C O T T O F I E N N E S

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The story of Robert Scott: <http://www.eyewitnesstohistory.com/scott.htm>

A W M S I C O O K N K E B U L L Y S R E D N

Extension:

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• Select one famous Antarctic explorer. Research his life and present a concise biography. Include at least two journal entries from one of his expeditions outlining what was happening at the time and how he was feeling. • Research to find out about Mawson’s hut. Why is it considered an Australian Heritage Site? What is being done to preserve it?

Curriculum links:

. te

o c . che e r o t r s super

English

SOSE

NSW

RS3.5, RS3.6, WS3.9

ENS3.6

Vic.

ENRE0401, ENRE0404, ENWR0401

R 4.1, R 4.4, W 4.2

4.3, 4.8, 4.11

Qld

Refer to curriculum documents on <http://www.qsa.qld.edu.au> TCC 4.3

ICP 4.1, PS 4.3, TCC 4.1 4.3

The Arctic and the Antarctic

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Antarctica Exploration

Who were the pioneers of exploration of the southern most continent? During Ancient times, the Greeks correctly argued that the earth was the shape of a sphere. They speculated that there was a southern landmass, Terra Australis Incognita, to balance the weight of the northern world. Since then, there have been more than 300 expeditions to the Antarctic mainland; some notable expeditions are outlined below.

1773

Fabian von Bellingshausen sights an icefield at 69°S and claims to be the first to see the Antarctic. Captain Bransfield (British) and Nathaniel Palmer (USA) separately sight the Antarctic Peninsula.

r o e t s Bo r e 1895 p ok u S 1899 1820

Norwegian whalers, Bull and Borchgrevink, are the first ever to land on the Antarctic continental mainland.

1902

Australians Douglas Mawson and Edgeworth David, and a Scottish doctor, Alistair McKay, raise the British flag at the South magnetic Pole and climb Mt Erebus.

1908 1911

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Carsten Borchgrevink and members of the Southern Cross expedition become the first to intentionally spend a winter on Antarctica.

Teac he r

Captain James Cook and his crew are the first people to cross the Antarctic Circle and circumnavigate Antarctica.

Robert Scott, Edward Wilson and Ernest Shackleton leave McMurdo Sound in an attempt to reach the South Pole—they are unsuccessful. Roald Amundsen pioneers a new route into the polar plateau and plants the Norwegian flag at the South Pole.

Robert Scott, Edward Wilson, ‘Birdie’ Bowers, Edgar Evans and Lawrence Oates reach the South Pole only to discover the Norwegian flag.

Antarctica.

1929

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1935

Large areas of the coastline and hinterland are mapped with 70 000 aerial photographs.

Caroline Mikkelsen becomes the first woman to set foot on the Antarctic continent.

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Richard Byrd and three others become the first to fly over either pole in an aeroplane.

. te under Sir Ranulph The Transglobe Expedition, o 1955–8 c Fiennes and during the first circumnavigation . c e of the world via the poles,h complete their r e o 1981 t r crossing of Antarctica and arrive at Scott Base. s super 1947

The words in bold print have explore something in common. Can you work out what it is? Record each word and highlight its special features.

Words to

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The Fuchs Commonwealth Trans-Antarctic Expedition sets out to cross the Antarctic continent from the Weddell Sea. The support party, led by Sir Edmund Hillary, starts from Ross Island and reaches the South Pole with only 91 litres of fuel remaining.

Note f o interest

Sir Douglas Mawson was involved in one of the most epic survival stories of Antarctic exploration. He was the only survivor of his party to make it back to camp alive when attempting to chart the Antarctic coastline closest to Australia in 1911.

The Arctic and the Antarctic

Antarctica Exploration

Complete the activities. 1. Use the clues below to complete this crossword puzzle. 2

r o e t s Bo r e p ok u S 10

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Teac he r

1 Across 1 The first Norwegian to make it to the South Pole. 5 One of the four men on Scott’s team involved in the race to the South Pole. 8 8 Captain of the first ship to cross the Antarctic Circle. 9 Name of one of the first Norwegian whalers to set foot on Antarctica. 9 10 The first American to see the Antarctic Peninsula. 11 Made several unsuccessful attempts to be the first to reach the South Pole. 12 Leader of the expedition to circumnavigate the world north to south.

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Down 2 Australian credited with being the first to climb Mt Erebus and locating the magnetic South Pole. 3 Part of Scott’s team who found the Norwegian flag already flying at the South Pole. 4 The first woman to set foot on the continent of Antarctica. 6 One of the men to attempt to reach the South Pole with Scott. 7 The leader of the support party credited with making the first trans-Antarctic crossing. 9 Credited with being one of the first men to fly over the Antarctic. 2. Write four adjectives which could be used to describe the emotion of the following events.

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o c . che e r o t r s super

Captain Cook and Scott, Wilson and his crew cross the Shackleton attempt to reach the South Pole— Antarctic Circle and circumnavigate the coast. and are unsuccessful.

Amundsen plants the Norwegian flag on the South Pole.

Borchgrevink and crew become the first to intentionally spend winter on Antarctica.

3. Which event do you think was the most significant? Explain your choice. 46

The Arctic and the Antarctic

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Antarctica Exploration

Internet research There are many epic tales about survival and tragedy in Antarctica. It takes careful planning, suitable resources, strong navigational skills, mental and physical strength—as well as luck—to complete a successful expedition in the harsh conditions of the Antarctic. 1. You are responsible for leading a team of scientists to Vostok station to study the subglacial lake there. Use the Internet to complete the expedition plan below.

r o e t s Bo r e p ok u S

How long will the expedition last?

What route will you take?

Palmer

How will you travel?

Neumayer

SANAE IV Mawson

Halley

Rothera

Davis Amunsden-Scott

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Teac he r

When would be the best time of the year to journey there?

What resources will you need?

McMurdo Scott Base

Casey

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Who will you need in your team?

o c . che e r o t r s super

What will you do in the case of an emergency?

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The Arctic and the Antarctic

The Arctic Geographical features Indicators: • Reads the text about some of the geographical features of the Arctic. • Completes comprehension, word study and mapping activities related to the text. • Plans a tour of the Arctic demonstrating knowledge of interesting geographical features.

Additional information:

r o e t s Bo r e p ok u S Answers:

Teac he r

• The land in the Arctic region is varied and includes rocky, mountainous islands which are quite different from the flat tundra, and Greenland’s large ice sheet, with mountains ringing its coast.

Page 50: Intermediate

1. (a) a part of the Earth’s surface without definitive boundaries (b) to indicate or specify (c) covered with ice or glaciers (d) lived in 2. (1) polar (2) north (3) Arctic (4) America (5) Russia (6) Gunnbjorn (7) Fram (8) metres (9) coastal (10) glaciated 3.

ew i ev Pr

• The Arctic is surrounded by a huge treeless plain called tundra. Tundra begins where the tree line ends. When the ice and snow melt during summer, the Arctic tundra comes to life. However, beneath a thin layer of soil the ground is always frozen. This is known as permafrost and occurs when ground temperatures remain below the freezing point for two or more years.

• The Arctic Ocean is covered in sea ice all year round making travel in the area dangerous. However, during the winter months, the Arctic Ocean is completely frozen, meaning travel in the area can only be by air or submarine.

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• Select one of the large islands mentioned in the ‘Note of interest’. Research it fully and present your information as a report to your class.

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• Visit a local travel agent or print photographs from the Internet to produce a collage of the Arctic. Display in the school library.

Curriculum links:

Page 51: Advanced

Answers will vary

o c . che e r o t r s super

English

m . u

Extension:

SOSE

NSW

RS3.5, RS3.6, WS3.9

ENS3.5

Vic.

ENRE0401, ENRE0404, ENWR0401

SOGE0401, SOGE0403

R 4.1, R 4.4, W 4.2

PS 4.3, R 4.2

4.3, 4.8, 4.11

4.3

Qld

Refer to curriculum documents on <http://www.qsa.qld.edu.au> PS 4.3

The Arctic and the Antarctic

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The Arctic Geographical features

What is it that makes the Arctic different from anywhere else in the world? The Arctic is the northernmost area of the Earth and is centred around the North Pole. It is designated by an imaginary line identifying the region which is affected by permafrost throughout the year. The Arctic includes:

Russia Alaska (USA)

r o e t s Bo r e p ok u S Artic Ocean

Norway

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Teac he r

Sweden

lan

Fin

The Arctic Ocean Canada The Arctic Ocean is the smallest and shallowest ocean in the world with a total area of 14 056 000 km2. The Greenland deepest point is the Fram Basin at a depth of 4665 metres located at the geographic North Pole. The Arctic Ocean is almost totally enclosed by landmass, with the Iceland only three openings being the Bering Strait between Alaska and Russia, the Davis Strait between Greenland and Canada, and the Denmark Strait between Greenland Approximately one-third of Russia lies within the Arctic. and Iceland. Murmansk, located near the border of Finland, holds North America the record for being the largest city within the Arctic, The northern part of Canada, its many islands fall, with a population of around 320 900. It is an important within the Arctic region. Canada boasts the northernmost naval base and is one of the few ice-free ports in the permanently inhabited place on Earth, Alert, located Arctic. only 840 km from the North Pole on Ellesmere Island The northern parts of Finland, Sweden and Norway (the largest of the Queen Elizabeth Islands). (including the island of Svalbard) lie within the Arctic.

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The surface features of these countries vary from low coastal plains to high ice plateaus and glaciated mountains.

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Eurasia Greenland (belonging to Denmark) falls within the Arctic. It is covered by an ice sheet approximately 1.8 million km2 in area and up to 3200 metres deep in places, storing 10 per cent of the world’s fresh water reserves. Greenland is famous for producing gigantic icebergs which can measure as tall as a 15-storey building above the surface (only displaying one-eighth of their total size). Kaffeklubben Island is around 707.4 km from the North Pole, making it the northernmost land point in the world. Greenland is also home to the tallest mountain in the Arctic—Mount Gunnbjorn, standing at around 3700 metres above sea level.

Iceland is a combination of high sandy plateaus, active volcanoes, geysers and fjords, forcing most of the population, estimated at 301 931, to live along the coast. The island has an area of around 103 000 km2, with approximately 11 330 km2 of it covered in glaciers.

o c . che e r o t r s super Note f o interest

Four of the ten largest islands in the world lie within the Arctic Circle. These are: Greenland, Baffin Island, Victoria Island and Ellesmere Island.

The words in bold print each have a homophone. explore Record each word along with its homophone. Write the definition of each word.

Words to

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The Arctic and the Antarctic

The Arctic Geographical features

Complete the questions. 1. These words were used in the text. What do they mean? (a) region (b) designated (c) glaciated (d) inhabited

r o e t s Bo r e p ok coastal polaruFram north Russia glaciated Gunnbjorn S

2. Use the words in the box below to complete this cloze about the Arctic. America

metres

The Arctic is a

(1)

region located at the very

our planet. The area includes the

(3)

, Northern Europe and Northern ) and lowest (the

(6)

. The difference

(5)

(7)

Basin)

. The Arctic region contains various landforms, from

points in the Arctic is 8365 low mountains.

(2)

Ocean, the northern parts of North

(4)

between the highest (Mount

Arctic

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Teac he r

(8)

(10)

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(a) geographical North Pole (b) Greenland and Kaffeklubben Island (c) Iceland

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3. Use an atlas or the Internet to help you locate and label these places mentioned in the text on this map of the Arctic.

o c . (e) Alert and Ellesmere Islandc e her r o t (f) Murmansk and Russia s super (d) Svalbard

(g) Arctic Ocean (h) Alaska (i) Canada

(j) Bering Strait, Davis Strait and Denmark Strait (k) Finland, Sweden and Norway 50

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The Arctic Geographical features

Plan You run a successful tour company in the Northern Hemisphere. Your company has decided to start touring the Arctic region to capitalise on people’s interest in polar regions.

Name the tour which will take people to the Arctic. Plan additional tourist activities.

Consider geographical features which could be of interest to most tourists.

For example, a flight over Mount McKinley.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Plan the tour route on the map.

Russia

Alaska (USA)

Artic Ocean

Canada

Sweden

lan

Fin

Greenland

Norway

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Iceland

o c . che e r o t r s super

Plan the itinerary of the tour.

You may provide various options over several days or several weeks. Consider the number of days, stops and rest breaks.

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The Arctic and the Antarctic

The Arctic Meteorology Indicators: • Reads the text about some aspects of the Arctic’s meteorology. • Completes comprehension and word study activities related to the text. • Uses the Internet to research and record information about meteorological phenomenon which occurs in the Arctic.

Additional information:

r o e t s Bo r e p ok u S Answers:

Teac he r

• Temperatures in polar regions only rise above freezing for about two to four months of the year. These areas are subject to long periods of darkness which contributes to the extremely cold temperatures.

Page 54: Intermediate

1. currents, responsible, Stream, flows, northward, carries, past, becoming, dense, deep 2. (a) a portion of a large body of water moving in a certain direction (b) dark, as from lack of light or illumination (c) less severe or intense (d) to convey or remove from one place to another 3. (a) continental; moderate (b) surface; dense

ew i ev Pr

• The Earth is divided into various climatic zones. As you move into the temperate zone close to the poles, temperatures fall due to reduced solar radiation and severe, cold polar winds. The area lying close to the Arctic polar region is known as the ‘taiga’ biome. It is characterised by abundant snowfall and unique woodlands. Temperatures usually fall to -30 °C or -40 °C in some places during winter and rise to around 15 °C or higher in summer.

Page 55: Advanced

Teacher check; <http://nsidc.org/arcticmet/> may be helpful

© R. I . C.Publ i cat i ons • Conduct research to find out about precipitation in the form of snow. Find out all you can about snow: how snowflakes are or evtypes i eofw pu pos e y •halos. A formed; where• snowf comes from;r different snowflakes; whyr snowflakes look thes wayo theyn do; l and ice crystal

Extension:

helpful starting place is <http://www.its.caltech.edu/%7Eatomic/snowcrystals/>.

Curriculum links:

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English

Science

NSW

RS3.5, RS3.6, WS3.9

Vic.

ENRE0401, ENRE0404, ENWR0401

R 4.1, R 4.4, W 4.2

4.3, 4.8, 4.11

Qld

Refer to curriculum documents on <http://www.qsa.qld.edu.au> SS D4.4

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INVS3.7

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• Conduct research to find out about the phenomenon of the ‘aurora borealis’ or ‘northern lights’.

o c . che e r o t r s super EB 4 4.1

The Arctic and the Antarctic

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The Arctic Meteorology

Ocean currents are responsible for bringing warm The climate of the Arctic depends upon various factors. water from low latitudes and removing cold water from high latitudes. The Gulf Stream, which flows The most significant are: northward along the east coast of North America, carries • reduced levels of solar radiation warm water past Greenland, Norway and Iceland. As the warm, salty water passes Greenland, the surface water • distribution of land and sea cools, becoming dense and then sinking. As the warmer • ocean currents water continues to travel into the Arctic Ocean, more and more water cools and sinks, creating ‘deep water’. • air temperature and pressure. This plays an important role in oceanic currents. Solar radiation is minimal in the Arctic, due to the angle of the sun, the amount of daylight over Air temperatures in the Arctic are kept the course of the year and the amount low because of reduced levels of of snow cover. The sun reaches solar radiation and high levels the Arctic at a very low angle, of solar reflection. Land closest which is easily obscured by high to the ocean experiences a mountains or hills, causing marine climate, with more shadowing and reducing solar moderate temperatures than radiation. Over flat areas, such internal land regions where as the wet tundra and bare weather conditions are ground, more solar radiation is more severe. The temperature able to be absorbed and these areas varies greatly across the Arctic. become warmer than areas covered Local geographical features, and in ice and snow, which reflects solar horizontal transfer of warm or cold air radiation into the atmosphere. over a region cause significant differences in Because the Arctic region consists of ocean surrounded local temperatures.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

What factors influence the Arctic climate?

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by land, the temperatures are warmer than one would expect to experience in a polar region. Ocean areas maintain more of a steady temperature, while land areas warm up more during the day and summer and cool down more over night and throughout the winter months. This means that, in the Arctic, land areas closest to the sea have a milder temperature than the regions that are more inland; for example, Verkhoyansk experienced the greatest one-year temperature change on record in the world when, in one year, the temperature ranged from 34.5°C to -68°C. This area is the coldest part of the Arctic and is often referred to as ‘the Cold Pole’.

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Precipitation falls as rain, drizzle, snow, sleet and hail. The warmer areas of the Arctic receive more precipitation than the colder areas. For example, southern Iceland, southern Alaska and parts of the Norwegian coast receive more than 300 cm of precipitation per year. Meanwhile, inland areas that experience a continental climate and lower temperatures can receive less than 1.5 cm of precipitation.

o c . che e r o t r s super

The words in bold print have several syllables. explore Record each word and show the syllable breaks in coloured pencil.

Words to

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The Arctic and the Antarctic

The Arctic Meteorology

Complete the activities. 1. Read this extract from the text. Locate the spelling errors and rewrite the words correctly. Ocean currants are responsable for bringing warm water from low latitudes and removing cold water from high

r o e t s Bo r e ok passed Greenland, Norway andp Iceland. As the warm, u S the surface water cools, salty water passes Greenland, latitudes. The Gulf Streem, which flowes northword

ew i ev Pr

Teac he r

along the east coast of North America, carrys warm water

becomming dence and then sinking. As the warmer water continues to travel into the Arctic Ocean, more and more water cools and sinks, creating ‘deap water’. 2. Choose the best meaning for these words as they were used in the text.

(b) obscured

dark, as from lack of light or illumination

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(d) transfer

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3. Complete these sentences.

not expressing meaning clearly or plainly less severe or intense to preside over a public meeting

o c . c e r toh convey or remove from one place to another er o t s super

a drawing which may be transferred to a surface by direct contact

climate with more temperature extremes, while

(a) Inland areas experience a

temperatures.

coastal areas experience a maritime climate with

temperatures of the ocean,

(b) The ice sheets of Greenland work to cool the 54

m . u

(a) current

making the water more

and causing it to sink. The Arctic and the Antarctic

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The Arctic Meteorology

Research Use the Internet to record notes about these meteorological phenomena that occur in the Arctic.

Polar lows

r o e t s Bo r e p ok u S

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Teac he r

Cyclones

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Anticyclones

o c . che e r o t r s super

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The Arctic and the Antarctic

The Arctic People Indicators: • Reads the text about the indigenous people of the Arctic. • Completes comprehension activities related to the text. • Works independently to research a chosen indigenous group.

Additional information:

Answers:

r o e t s Bo r e p ok u S Page 58: Intermediate

• Research current issues affecting an indigenous Arctic group of people. Research and present arguments the issues as a newspaper report.

Coast

Inland

Coast and inland

Aleut

Chukchi

Athapaskan

• Modern issues, such as mining and tourism are putting the traditional way of life of many groups under pressure. Indigenous groups work together to maintain their culture and spirituality and their close relationship to the land and animals.

Extension:

Group

4 4 4 4 4

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Teac he r

• The different groups of indigenous people located in the Arctic are generally grouped and named according to their language dialect. All languages are similar throughout the region, but with various dialects. Some dialects have become extinct and others are on their way to becoming non-existent.

Inuit Sami

Nenets

2. food, clothing, shelter, boat coverings, transportation, craft-making tools, weapons 3. Answers will vary; It is important to develop a sustainable coexistence with the environment to ensure long-term survival. 4. Answers will vary; students may need to perform some research to complete this question. bodies: metabolism is different to those who don’t live in polar regions lifestyle: shelter, hunting techniques, food sources, seasonal cycles, clothing, pastimes etc.

version of it for display. Include the types of fabrics you will use for your design.

Page 59: Advanced

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Curriculum links:

Answers will vary

. te

m . u

o c . che e r o t r s super

English

SOSE

NSW

RS3.5, RS3.6, WS3.9

CUS3.4, ENS3.6

Vic.

ENRE0401, ENRE0404, ENWR0401

R 4.1, R 4.4, W 4.2

4.3, 4.8, 4.11

Qld

Refer to curriculum documents on <http://www.qsa.qld.edu.au> TCC 4.3, CI 4.4

PS 4.2, PS 4.3, R 4.1, C 4.1, C 4.2, C 4.3, TCC 4.3 4.6

The Arctic and the Antarctic

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The Arctic People

Who calls the Arctic home?

r o e t s Bo r e p ok u S

Athapaskan (Dene) The Athapaskan people are different groups of people who share a common language. They have a great understanding of their land and its animals and have maintained a sustainable coexistence with their environment for thousands of years. Life revolves around the annual cycles of hunting, trapping, fishing and gathering depending on the availability of food supplies.

Russia Alaska (USA)

Artic Ocean

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Teac he r

People have lived in the Arctic for thousands of years and have developed adaptations within their bodies, and their culture and lifestyle to aide survival in such an extreme environment. There are many different indigenous groups who have made the Arctic their home. Some of these are: Chukchi Aleut The Chukchi are a large group of indigenous people with an These people are the native inhabitants of the Aleutian estimated population of 15 000. They are traditionally divided Islands and part of western Alaska. They are related to into two main groups: those which rely on reindeer for transport, the Inuit of northern Alaska and Canada, but have their meat, milk and hides for clothing and shelter; and those who own language and culture. The Aleuts traditionally hunt live along the coast and use wooden-framed boats covered in sea lions, seals, whales and fish in their skin-covered walrus skins to hunt marine mammals and fish. boats, as well as capturing birds and gathering eggs and plants on land. Inuit The word ‘Inuit’ means ‘the people’ and is used throughout the Arctic to name different groups of indigenous people who share a similar culture. Some groups settled on rivers and traditionally depend mainly on fishing, while other inland groups follow caribou herds. Inuit traditionally hunt mammals such as seals, walrus and whales for food and to get materials for clothing, shelter and weapons.

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Canada

Greenland

Sami The Sami people were originally hunters, gatherers and fishermen. Some settled in communities and became pastoralists, relying on reindeer herding during the Middle Ages. Others live in fishing communities along the Arctic coast. It is believed there are around 17 000 Sami people still living in the Arctic.

Lapland

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o c . che e r o t r s super

The words in bold print are explore words you may have already seen before but may not really know what they mean? Record each word and the appropriate definition for its use in the context of this text.

Words to

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all

Nenets The Nenets people are traditionally a nomadic people. They would travel great distances over northern Russia in order to herd reindeer. They rely on the reindeer for food, clothing, transportation and craft-making tools. The Nenets also fish Arctic rivers for various types of fish, seals and beluga.

Note f o interest

The name ‘Eskimo’ is commonly used in Alaska to refer to all Inuit and Yupik people. However, this name is considered derogatory in Canada and Greenland because it was given by non-Inuit people and was thought to mean ‘eater of raw meat’.

The Arctic and the Antarctic

The Arctic People

Complete the activities. 1. Where has each indigenous group chosen to settle? Group

Coast

Inland

Coast and inland

Aleut Chukchi Athapaskan Inuit

Nenet

ew i ev Pr

Teac he r

Sami

r o e t s Bo r e p ok u S

2. Various Arctic peoples have developed different uses 3. Why do you think it is important to develop a for the animals and plants around them. Can you sustainable coexistence with the environment? list these uses?

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. te o in order to 4. The text mentions that certain groups of people in the Arctic have developed specific. adaptations c cthink e survive in the Arctic. What do you these are? he r o t r s s r u e p Within their bodies Within their lifestyle

The Arctic and the Antarctic

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The Arctic People

Research More than four million people call the Arctic home! The indigenous population accounts for around 30 per cent of the total population— around 1 200 000 million people. It is believed the indigenous Arctic population all originated in central Asia and travelled to the Arctic region thousands of years ago as the ice sheets of the Pleistocene period began to melt.

Location

r o e t s Bo r e p ok u S Lifestyle

Cultural beliefs

Select one indigenous Arctic group and complete the table.

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There are around 40 different minority groups who share a unique and special relationship with the Arctic environment and its wildlife. They respect the land and animals in the environment and have managed to exist there without a significant impact on the area.

Teac he r

Name of people

You may like to choose one of these:

Yupik-Yuit

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Religious beliefs

Aleut Na-Dene (or Athabaskan)

. te Innu

o c . che e r o Current issues t r s super

Nenets (or Yurak) Selkup Sami Evenks

Sakha (or Yakuts) Chukchi Inupiaq Yup’ik R.I.C. Publications® www.ricpublications.com.au

The Arctic and the Antarctic

The Arctic Agreements Indicators: • Reads the text about agreements developed to protect the Arctic. • Completes comprehension and word study activities related to the text. • Prepares an argument about an issue relating to the Arctic and provides possible solutions.

Additional information:

r o e t s Bo r e p ok u S Answers:

Teac he r

• Direct impacts on the Arctic include: building development, pollution from local and distant sources, commercial forestry, nuclear testing, overfishing and overhunting, oil and gas exploration, mining, over grazing and tourism. Climate change, acid precipitation and increased ultraviolet radiation have also had an indirect effect on habitat and life in the Arctic.

Page 62: Intermediate

1. (a) the act of stripping the land of trees or forest (b) a rare metallic element, bright grey in colour (c) to make the soil acidic (d) to work closely as a group to achieve a common goal (e) an area of the atmosphere between the troposphere and ionosphere 2. (a) AEPS: Arctic Environmental Protection Strategy (b) CAFF: Conservation of Arctic Flora and Fauna (c) EPPR: Emergency, Prevention, Preparedness and Response (d) LRTAP: Long-range Transboundary Air Pollution 3. (a) Vienna Convention for the Protection of the Ozone Layer and the Montreal Protocol on Substances that Deplete the Ozone Layer (b) Convention on the Prevention of Marine Pollution by Dumping of Wastes and Other Matter (c) Emergency, Prevention, Preparedness and Response (d) Convention for the Protection of the Marine Environment of the North East Atlantic 4. Answers will vary 5. It is important to have a single body to coordinate the different various countries which make up the Arctic region.

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• The Arctic environment is fragile and its delicate ecological balance may be easily destroyed. Some parts of the Arctic have suffered extensive pollution and valuable resources have been depleted. This damage may take centuries to repair.

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Page 63: Advanced

Answers will vary

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Extension:

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• Many international agreements have been signed in efforts to reduce damage to fragile Arctic ecosystems.

o c . che e r o t r s super

• Research to find out more about the Arctic Council. Find out: which members make up the council; the activities of the council; current issues the council are concerned about; and the protocols the council follow. • Select a current issue concerning the Arctic and debate the issue in small groups.

Curriculum links:

English

SOSE

NSW

RS3.5, RS3.6, WS3.9

SSS3.8

Vic.

ENRE0401, ENRE0404, ENWR0401

SOSE0402

R 4.1, R 4.4, W 4.2

ICP 4.4, PS 4.3, R 4.1, NSS 4.2

4.3, 4.8, 4.11

4.3, 4.6

Qld

Refer to curriculum documents on <http://www.qsa.qld.edu.au> PS 4.5, SRP 4.3

The Arctic and the Antarctic

R.I.C. Publications® www.ricpublications.com.au

The Arctic Agreements

• Arctic Environmental Protection Strategy (Rovaniemi, 1991): The governments of Canada, Greenland, Finland, Iceland, Norway, Sweden, the USA and the Russian Federation decided to protect Arctic ecosystems and to work together with the indigenous people and Arctic residents to deal with issues facing the Arctic.

What is being done to preserve the Arctic?

r o e t s Bo r e p ok u S

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Teac he r

The Arctic region faces many issues including: loss of biodiversity (many species are becoming endangered); global warming (loss of ice sheets); loss of habitat (deforestation from mining, farming and modern development); mining (gold, diamonds, tin, tungsten, silver, copper, lead, zinc, nickel, asbestos, uranium, coal and iron ore); oil and gas exploration; overfishing; • Emergency, Prevention, Preparedness and Response (1991): A working group that provides a forum for ozone depletion; pollution (caused by industrialisation future cooperation in responding to the threat of and increased population); and tourism. Several Arctic environmental emergencies. major agreements have been developed over the years to address some of these issues. New agreements are • Convention for the Protection of the Marine regularly discussed as new issues arise. Some of these Environment of the North-East Atlantic (Paris, agreements (and the groups that govern them) are: 1992): An international agreement to address Arctic marine pollution from various sources. • Convention on the Prevention of Marine Pollution

by Dumping of Wastes and Other Matter (London, • United Nations Framework Convention on Climate Change (Rio de Janeiro, 1992): An 1972): An international agreement to regulate international framework to discuss greenhouse the dumping of wastes in the ocean, particularly gases, especially carbon dioxide. It includes radioactive waste disposal issues. provisions for the negotiation of binding agreements • International Convention for the Prevention of to reduce emissions. Pollution from Ships (London, 1973): Addresses

© R. I . C.Publ i cat i ons •related f otor evi ewoil spills pu• r po se(Ottawa, so1996): nl y • body Arctic Council A governing problems shipr pollution—from to chemicals, sewage, garbage and transported hazardous substances.

promoting sustainable, sensible development in the Arctic in close collaboration with indigenous peoples in order to protect the Arctic environment.

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• Long-range Transboundary Air Pollution (Geneva, 1979): Represents efforts to establish a • Conservation of Arctic Flora and Fauna (1996): A working group in which Arctic nations are compelled new protocol on Arctic haze, soil acidification and to protect a minimum of 12 per cent of each Arctic water pollution; and to institute new policies on ecozone and exchange research information on heavy metals and persistent organic pollutants. Arctic species and habitats. • Vienna Convention for the Protection of the

. te o Ozone Layer (1985); Montreal Protocol on c . e Substances that Depletec theh Ozone Layer (1987): r e o Both set limits on the production ofr stratospheric t s super ozone-depleting substances. As well as the many agreements established Note f o interest

The suffixes in bold print all explore change the meaning of the base word. Find the meaning of the suffix and record words from this text which use the suffix.

Words to

R.I.C. Publications® www.ricpublications.com.au

to protect the Arctic environment, several land agreements have been established between governments and traditional land owners.

The Arctic and the Antarctic

The Arctic Agreements

Complete the questions. 1. What is … (a) deforestation? (b) tungsten? (c) soil acidification?

r o e t s Bo r e p okand working groups do 2. Match these acronyms to the u correct agreement or working group. (Some agreements not have an acronym.) S (d) close collaboration?

(a) AEPS (b) CAFF

• Long-range Transboundary Air Pollution

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Teac he r

(e) the stratosphere?

• Convention on the Prevention of Marine Pollution by Dumping of Wastes and Other Matter • Emergency, Prevention, Preparedness and Response

• International Convention for the Prevention of Pollution from Ships

• Arctic Environmental Protection Strategy © R. I . C.Publ i cat i ons (d) CLRTAP • Conservation of Arctic Flora and Fauna •f orr evi ew pur posesonl y• 3. Which agreement or working group has been developed to:

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(a) reduce ozone-depleting substances? (b) control the dumping of waste in the ocean?

. tepollution? o (d) address Arctic marine c . c e hmost r 5. Explain why you think it is or is not important to 4. Which agreement do you think is the e o t r s body such as the Arctic Council. suphave a governing important? Explain your choice. er (c) respond to emergency situations?

The Arctic and the Antarctic

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The Arctic Agreements

Think! You have been given the opportunity to attend a meeting held by the Arctic Council. You are expected to present your opinion on an issue you consider to be important to the Arctic. It is up to you to convince the Arctic Council that they must act immediately to do what you suggest and offer them clear ways to do so. Use the table below to plan your presentation. Issue:

r o e t s Bo r e p ok u S Possible solutions:

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Teac he r

Supporting arguments:

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Conclusion:

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o c . che e r o t r s super

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The Arctic and the Antarctic

The Arctic Exploration Indicators: • Reads the time line outlining significant events in Arctic exploration. • Completes comprehension and word study activities related to the text. • Works independently to research a significant person in the history of Arctic exploration and to prepare a computer-based presentation to share acquired information. Additional information:

r o e t s Bo r e p ok u S Answers:

Teac he r

Page 66: Intermediate

N O R T H P O L E

O A T B C D A A G

R Z F H L D N R D

T B D N A L E C I

H J N N L T G T R

W O A A A E R I B

E C L V S M E C D

S N N U K O B O N

T T E M A S S C A

P L E I J L T E L

A S R O D E I A G

S K G M L O P N N

S R F L A K S H I

A M E W I I T A R

G R C V U I S P E

E U R O P E O A B

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• Today, exploration is happening under the frozen pack ice of the Arctic Ocean in order to gain an understanding of the history and formation of the area. While it has been easy to explore and gather data about other oceans, the treacherous conditions of the Arctic have hampered attempts at research until relatively recently when new technologies were developed. Exploration of the Arctic also takes place from space; using satellite technology to measure the sea bed, scientists are able to establish the geologic structure of the marine ridges hidden under the ice.

2. (a) Henry Hudson (b) Fridtjof Nansen 3. (a) Finding a shorter route between Europe and East Asia would reduce travel time, meaning an increase in the ability to trade and a reduction of loss of life and ships. (b) Answers will vary (c) Answers will vary

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Extension:

Teacher check; ensure students have completed relevant information in each section. The computer-based presentation should be interesting and informative. Students should also include pictures, maps and documents where possible.

• Students can work in small groups to research current Arctic exploration. Research the purpose of the exploration and which countries are involved and how they are carrying out the exploration and research.

o c . che e r o t r s super

• Select one of the famous people mentioned in the text and write three fictional journal entries from their Arctic expedition.

Curriculum links:

English

SOSE

NSW

RS3.5, RS3.6, WS3.9

ENS3.6

Vic.

ENRE0401, ENRE0404, ENWR0401

R 4.1, R 4.4, W 4.2

ICP 4.1, PS 4.3, TCC 4.1

4.3, 4.8, 4.11

4.3

Qld

Refer to curriculum documents on <http://www.qsa.qld.edu.au> TCC 4.3

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The Arctic Exploration

Why was exploration of the Arctic undertaken? Initial exploration of the Arctic occurred during the late 1400s and was predominantly undertaken to find shorter trade routes between Europe and East Asia. Some believed there were passages which could be used to reduce travel time and ease trading. It wasn’t until the early 1900s that the quest for scientific knowledge of the Arctic region became the driving force for exploration there. Coupled with the desire to be the first to reach the North Pole, exploration during this time became a race to be the first to gain knowledge and recognition for record-breaking achievements.

r o e t s Bo r e p ok u S

Date 14 000 BCE

Significant achievement Inuit people arrived from Asia over the Bering Land Bridge and settled in what is your Canada and Alaska. 330 BCE A navigator, Pytheas, was the first European to travel in the vicinity of Iceland and Greenland. He noted that the North Star was not located above the true pole. 981 CE Eric the Red, a Viking explorer, travelled to and explored the southern region of Greenland. He named it ‘Greenland’ to make it sound more appealing. In 985, he returned to settle the area. 1576 Martin Frobisher led an expedition to reach the coast of Canada. He was responsible for sparking an interest in mining precious metals in the Arctic. 1607 During a voyage to find the North-West Passage (the route to East Asia), Henry Hudson (an English explorer) and his expedition became the first person to sail closer to the North Pole than any other known explorer before. 1829 The Victory, led by John Ross, became caught in the ice and spent the next four years in the Arctic with the help of local Inuit. In 1831, Ross identified the magnetic North Pole.

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Scientist and adventurer, Fridtjof Nansen was the first European to cross Greenland. In 1893, he used his ship, Fram, to prove that an Arctic current was responsible for carrying polar ice from east to west. He did not travel on his ship during this time; instead he travelled over pack ice in an attempt to reach the North Pole. He came closer than anyone else, but was unsuccessful. 1903–6 Roald Amundsen was the first to successfully navigate the North-West Passage. He also located the site of the magnetic North Pole. 1909 Robert Peary and Matthew Henson became the first people to reach the geographic North Pole and plant the American flag. 1926 Amundsen, Ellsworth and Nobile along with a crew of 13, took flight from Spitsbergen in the Norge. They arrived 17 hours later at the North Pole and continued across the Arctic Ocean. The 72-hour flight landed in Teller, Alaska. 1959 The US nuclear-powered submarine, USS Skate, became the first vessel to surface at the North Pole in the middle of winter. 2002 Fifty scientists from the US, Canada, China and Japan explored the Canada Basin in the Arctic Ocean. The team studied the relationships between deep-water and bottom-dwelling biological communities. They also analysed the chemical makeup of the bottom sediment, helping to reconstructed the climatic history and events that formed the region. 1888

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o c . che e r o t r s super Note f o interest

Byrd claimed he reached the North Pole in a 151/2 hour flight in May 1926. However, it is believed he only flew as far as 89 °N latitude.

The words in bold print can be both homographs and homophone. That means explore they are spelt and sound the same but have various different meanings. Record the words and their meaning relevant to this text along with a different meaning.

Words to

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The Arctic and the Antarctic

The Arctic Exploration

Complete the activities. 1. Locate the places mentioned in the text in the word search.

Teac he r

Iceland Greenland Europe Bering Land Bridge North Pole Spitsbergen Teller Asia Alaska Arctic Ocean North-West Passage Canada

N A V U M I O M L or e J oD L A t s H C Le Ar L A S K AB p oK P u D D L T E M O S L E Ok S O A N E G R E B S T I P S L

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2. Who am I?

I am

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I am

3. Answer in your own words.

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(a) Why was it important to find a shorter route between Europe and East Asia?

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(b) My Arctic feats were truly awesome. I am an adventurer who loves science. I attempted to reach the North Pole by travelling over the pack ice. I used my ship to prove the existence of currents in the Arctic.

(a) I am an explorer. I am English. I voyaged to the Arctic during the 17th Century. I sailed closer to the North Pole than any known person before me.

o c . c e her r o t s suor toe r (b) Do you think it is more important to break recordsp gather scientific data? (c) Did Martin Frobisher’s expedition have a positive or negative effect on the Arctic?

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The Arctic Exploration

Internet research 1. Select one of the famous people below (highlight the box). Pytheas

Eric the Red

Henry Hudson

Fridtjof Nansen

Roald Amundsen

Robert Peary

2. Research important information about their life and achievements and record the information using key words below. When:

ADULTHOOD r o e t s Bo r e p o u k SBORN Where:

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Significant events:

Name:

CHILDHOOD

Significant events:

ACHIEVEMENTS

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Most famous for:

3. Present your information to the class in the form of a computer-based presentation. R.I.C. Publications® www.ricpublications.com.au

The Arctic and the Antarctic

Polar life Adaptations Indicators: • Reads the text explaining some adaptations polar animals have developed to enable them to survive the polar environment. • Completes comprehension and word study activities related to the text. • Works independently to research information about other polar animal adaptations.

Additional information:

r o e t s Bo r e p ok u S Answers:

• In the Arctic, many animals live on land. While in Antarctica, many animals live in the sea.

Teac he r

• Antarctic animals are able to withstand the coldest and windiest conditions on the planet. They have modified their breeding and eating cycles to fit in with the polar day and night cycles.

1. (a) Polar animals can survive the harsh polar climate because of adaptations to their species and their behaviour. (b Some polar animals use blubber as insulation from freezing temperatures and as a source of energy when food supplies are low. (c) The extensive coverage of ice during the winter months causes hardship for polar animals when locating food to eat and air to breathe. 2. (a) yellowish (b) polynya (c) oxygen (d) pod (e) lower the point of freezing 3. (a) They would suffocate and die. (b) Oxygen levels would be reduced and some fish would die. (c) They would not be able to keep their internal body temperature constant and would freeze to death.

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• Animals in the Arctic experience a significant range of seasonal changes and have adapted to these conditions. For example, the Arctic Foxes’ coat changes colour at the end of winter to blend in with the tundra and then changes back to white for winter camouflage.

Page 70: Intermediate

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Page 71: Advanced

• Research to find out what adaptations plants have developed in order to survive in the polar regions. • Research to find out what adaptations to way of life humans have developed in order to survive in the Arctic.

Curriculum links:

o c . che e r o t r s super

English

Science

NSW

RS3.5, RS3.6, WS3.9

LTS3.3

Vic.

ENRE0401, ENRE0404, ENWR0401

SCBS0401, SCBS0402

R 4.1, R 4.4, W 4.2

LL 4

4.3, 4.8, 4.11

4.5, 4.6

Qld

Refer to curriculum documents on <http://www.qsa.qld.edu.au> LL 4.1, LL D4.5

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Polar life Adaptations

How do animals survive in the extreme conditions of months as the sea freezes over and their access to air is restricted. the polar environment? Some animals avoid this problem by migrating to warmer waters, while others gather in areas where the wind and currents keep the water free from ice (these areas are called ‘polynya’).

Surviving the cold Warm-blooded animals must maintain a constant body temperature. In order to do this, many polar animals have developed thick fur or feathers to insulate their bodies. Polar animals also have a thick layer of blubber, which is a layer of yellowish fat under the skin. Even though a polar animal may feel cold to touch, its internal body temperature remains constant. The blubber also stores a great deal of energy which is used as a food reserve when supplies are short.

Weddell Seals begin working on constructing breathing holes in the ice while it is thin and maintain them over the winter as the ice becomes thicker. During the long winter months, the seals must locate their breathing holes in total darkness.

r o e t s Bo r e p ok u S

Cold-blooded animals are able to survive with a fluctuating body temperature; however, they can freeze solid when temperatures fall below -0.8 °C. To combat this, many polar fish have special proteins in their blood that lower the freezing point. The icey waters of the polar regions contain high levels of oxygen, which means some fish can survive without haemoglobin in their blood— making their blood clear.

Note f o interest

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Teac he r

Even though some polar animals only live in certain polar regions, they share many common adaptations in order to survive and thrive in some of the harshest conditions on the planet.

Whales rarely make breathing holes. Instead, they come up for air in open water. This can also be a problem when ice coverage increases. Some pods of whales can become trapped under the ice, unable to reach the next stretch of open water.

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comes to a complete stop and the plants that do survive are covered with snow and ice. Some Arctic animals use their hooves to clear the snow and reach Note f o interest the lichens and dwarf Male emperor penguins willows underneath. spend the long winter Animals in Antarctica huddled in a large group generally rely on the protecting their eggs. sea for their food They do not eat until supply. This can be a spring. problem during the long winter months as the ice covers large areas of ocean, making food from the sea difficult to reach.

o c . c e Some insects are able h r e o t r survive in temperatures s s r u e p as low as -45 °C without Note f o interest

ice forming inside their bodies.

Access to air Some polar animals gather their food from under the sea and return to the surface to breathe. These animals can experience difficulties during the long winter

The words in bold print each have an antonym. explore Can you work out what it is? Record each word and its appropriate antonym.

Words to

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The Arctic and the Antarctic

Polar life Adaptations

Complete the questions.

1. Choose the best possible answer to complete the sentences. (a) Polar animals survive the harsh polar climate:

because they are warm-blooded.

by digging holes in the ice and snow.

because of adaptations to their bodies and their behaviour.

r o e t s Bo r e p ok to help them float in the cold waters. u S as insulation from freezing temperatures and as a source of energy when food supplies are low.

to make them look larger and scare away predators.

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Teac he r

(b) Some polar animals use blubber:

causes hardship for polar animals when locating food to eat and air to breathe. provides whales and seals protection against the wintery conditions.

makes life easier for polar animals as they have more area to travel over.

2. Quick quiz!

(a) The colour of the layer of fat known as blubber is

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(b) Water which is free from ice is called

(d) A group of whales is called a

. te 3. What might happen if:

o c . c e h r (a) whales become trapped under icee o t r s super and are unable to reach the next

(e) Special proteins in the blood of fish help to

stretch of open water?

(b) ocean temperatures rise dramatically? (c) a polar animal is unable to develop a thick enough layer of blubber? 70

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Polar life Adaptations

Research The text only mentions some adaptations polar animals have that allow them to survive. Conduct research to find out more about these adaptations. Which animals?

Teac he r

r o e t s Bo r e p ok u S

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Hibernation

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Migration

How does it protect?

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What happens?

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Changing colour of coat/fur

Adaptation

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The Arctic and the Antarctic

Polar life Fish and crustaceans Indicators: • Reads the text that briefly outlines the features of four species of polar fish and crustaceans. • Completes comprehension and word study activities related to the text. • Works independently to complete a food web and researches the benefits of antifreeze proteins.

Additional information:

r o e t s Bo r e p ok u S Answers:

Teac he r

• Antarctic krill are considered to be one of the most abundant and successful animal species on the planet. A female krill lays up to 10 000 eggs several times over the Antarctic summer.

Page 74: Intermediate

1. (a) very abundant (b) very important (c) to release eggs (d) to gather 2. (a) Antarctic krill are a type of small crustacean. (b) Arctic cod are eaten by birds, seals and whales. (c) Antarctic toothfish spend most of their time on the bottom of the Southern Ocean, only coming to the surface to feed. (d) Arctic char do not have antifreeze proteins in their body and they migrate to survive the freezing temperatures. 3. Antarctic krill, Arctic cod, Arctic char, Antarctic toothfish 4. Arctic cod: antifreeze proteins Arctic char: migrate to warmer freshwater Antarctic toothfish: antifreeze proteins Antarctic krill: stay in deep water, only coming to the surface when it is dark 5. Explanations may vary but should include the broken link between Arctic krill and birds, whales and seals.

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• Antifreeze proteins are also known as ice structuring proteins. They are special proteins produced by certain animals, plants, fungi and bacteria. The proteins are adaptations in these organisms that allow them to survive in subzero environments. The proteins work by attaching to small ice crystals and inhibiting the growth and formation of ice internally within the organism that would generally cause death.

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Page 75: Advanced

1. Teacher check 2. Answers may vary

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• Krill are similar to prawns. Students work in pairs to observe, dissect, draw and label a prawn. • Create an underwater collage using various textures and recyclable materials to produce the artwork.

Curriculum links: English

Science

NSW

RS3.5, RS3.6, WS3.9

LTS3.3

Vic.

ENRE0401, ENRE0404, ENWR0401

SCBS0401, SCBS0402

R 4.1, R 4.4, W 4.2

LL 4

4.3, 4.8, 4.11

4.5, 4.6

Qld

Refer to curriculum documents on <http://www.qsa.qld.edu.au> LL 4.1, LL D4.5

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Polar life Fish and crustaceans

Do any fish inhabit the freezing waters of Antarctica background, with the back being dark brown or olive while the sides become lighter and fade to a pale belly. and the Arctic? Amazingly, sea life is prolific in Antarctica and the Popular among anglers, it is a common fish. People Arctic, due to the high quantities of plankton which of the Arctic have long relied on the Arctic char as an form the basis of most food webs in the polar regions. important source of food. Antarctic toothfish (Antarctic cod) Growing to an incredible two metres in length and weighing in at a whopping 120 kilograms, this fish is only eaten by sperm and killer whales and weddell seals. It tends to spend most of its time at the bottom of the freezing Antarctic waters, only coming up from the sea bed to feed on small fish, squid, crabs and prawns.

r o e t s Bo r e p ok u S

Antarctic krill can grow up to six centimetres in length (but are usually smaller) and can weigh up to one gram. It is believed that krill have a life span of about five to six years. At night, the krill swim to the surface to eat phytoplankton (single-celled plants that float near the surface). During the day, they stay safe from predators by swimming to depths of around 100 metres.

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Teac he r

Antarctic krill Antarctic krill (Euphausia superba) are small crustaceans that are found in the waters around Antarctica. They congregate in large masses called ‘swarms’ and are very important in the food web as they form the basis of many food chains.

Its successful survival is due to the presence of antifreeze proteins in its tissue and blood. This gives the fish its grey appearance, as it doesn’t have red blood cells to give it colour.

Arctic cod Arctic cod plays a crucial role Arctic char in Arctic waters because it is an Closely related to salmon and trout, the Arctic char important food link between is both a freshwater and saltwater fish. It is the only plankton and birds, seals freshwater fish found at such northerly latitudes. These and whales. fish do not have the benefit of antifreeze proteins in their This fish grows to around 30 body, so they migrate in order to survive the freezing centimetres length and temperatures of the Arctic. They spend summer in the has a slender body. It takes more than five years for the ocean to spawn, then migrate to freshwater sources for cod to reach its full length. the winter. Some char spend their entire lives in Arctic Antifreeze proteins in the Arctic cod’s blood allow the freshwater lakes. fish to successfully survive in temperatures below 0 °C.

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o c . che e r o t r s supe r In order to survive, some polar fishes have developed Note f o interest

The Arctic char can grows up to 60 centimetres in length and can weigh up to 9 kilograms. The colours of the fish vary as to its habitat and whether it is ready to spawn. The char has light-coloured spots on a dark Words to

The words in bold print all

proteins that act as antifreeze. The proteins were discovered by Dr Arthur DeVries in fish that he collected at McMurdo Station in the early 1960s. Scientists are now working on ways in which these proteins can be manufactured and used in day-today medical situations.

explore begin with the letter ‘c’.

Write them in alphabetical order. R.I.C. Publications® www.ricpublications.com.au

The Arctic and the Antarctic

Polar life Fish and crustaceans

Complete the questions. 1. These words were used in the text. What do they mean? (a) prolific (b) crucial (c) spawn

r o e t s Bo r e p ok (a) Antarctic krill are a type of plankton. u S (d) congregate

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Teac he r

2. Rewrite these statements so they are true.

(b) Arctic cod eat birds, seals and whales.

Arctic char

Antarctic krill

Antarctic toothfish

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4. Briefly explain how each fish species survives the freezing polar waters. (a) Arctic cod

(b) Arctic char

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Arctic cod

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(d) Antarctic krill 5. Explain the possible results in relation to the Arctic food chain if Arctic cod was to become extinct. 74

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Polar life Fish and crustaceans

Research

The text mentioned that scientists are researching to find day-to-day uses for the special antifreeze proteins found in polar fishes.

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1. Select one polar fish and research it to complete a detailed food web of the environment in which it lives.

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2. Research the particular benefits of antifreeze proteins and their particular application to humans.

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Benefit

Application

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The Arctic and the Antarctic

Polar life Penguins Indicators: • Reads text about some of the penguins which inhabit Antarctica. • Completes comprehension and word study activities related to the text. • Works in pairs to research further information about how penguins move.

Additional information:

r o e t s Bo r e p ok u S Answers:

• Penguins are seabirds which have adaptations for swimming and surviving in cold conditions.

Teac he r

• Most penguins bred in colonies which can be made up of hundreds and even thousands of birds. When they gather in the colonies, they use calls and visual displays to locate their mate and young. • To view a penguin video, visit: <http://video.nationalgeographic.com/video/player/ animals/birds-animals/penguins/>

1. (a) large or great (b) very eager or intense (c) lacking useful vegetation (d) to produce and deposit 2. The artwork is for Arctic animals but displays a penguin, which is not found in the Northern Hemisphere where the Arctic is located. 3. Answers will vary 4. 1: emperor, 2: gentoo, 3: adelie, 4: chinstrap Page 79: Advanced

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• Penguins have three layers that provide waterproofing and insulation. They have a dense mass of overlapping, oil-tipped feathers; a thick layer of fat under the skin; and a layer of warm air in-between that is warmed by the body.

Page 78: Intermediate

1. Idling: swimming slowly at the surface, paddling with their wings and with their head and tail raised. Hunting: dive below the surface, using the wings to provide power; they look like they are flying. Porpoising: swimming near the surface and periodically leaping out of the water to breathe. 2. Waddle: they swing one leg forward and then the next to walk upright. Toboggan: Sliding on their stomach over the ice using their flippers and feet to propel them along. 3. They leap. 4. Once they have their adult feathers they can learn to swim, while returning to land each night.

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• Watch March of the penguins and Happy feet. March of the penguins is a documentary while Happy feet is a children’s animated film. Compare the accuracy of information portrayed in Happy feet to the information shared in March of the penguins.

o c . che e r o t r s super

• Create a class booklet about penguins. Students work in pairs and select one of the 17 species of penguin to research. Each pair records their information under headings previously decided by the class. Provide a map to show where the species can be found and artwork to show what the penguin looks like.

Curriculum links: English

Science

NSW

RS3.5, RS3.6, WS3.9

LTS3.3

Vic.

ENRE0401, ENRE0404, ENWR0401

SCBS0401, SCBS0402

R 4.1, R 4.4, W 4.2

LL 4

4.3, 4.8, 4.11

4.5, 4.6

Qld

Refer to curriculum documents on <http://www.qsa.qld.edu.au> LL 4.1, LL D4.5

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Polar life Penguins

emperors huddle together against the extreme Antarctic winter, taking turns to be on the outside of the group. The female returns as the chick hatches to provide the first feed and relieve her partner, who has now lost onethird of his body weight.

Which penguin species breed in Antarctica?

The penguin is a flightless bird which has adapted to become a superb swimmer. It spends a considerable amount of its time in the water, coming ashore during the summer months to breed. There are 17 species of penguin in the world, all of which are found in the Emperor penguins perform deep pursuit dives and can southern hemisphere. Six species of penguin are found reach depths of up to 530 metres to feed on fish, squid and crustaceans. in and around Antarctica.

r o e t s Bo r e p ok u S

Teac he r

Adelie penguin Adelie penguins, standing at around 70 cm, form large colonies on islands, beaches and headlands all around the Antarctic coast.

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These are the: adelie, chinstrap, emperor, gentoo, king and macaroni species. However, only two of these remain in the Antarctic for their entire lifetime—the emperor and the adelie.

To survive in the harsh conditions of the Antarctic, It travels several kilometres over penguins’ bodies are insulated by a thick layer of sea ice to arrive at traditional blubber and dense waterproof feathers. rookeries located on ice-free areas of the coast each September. Each Chinstrap penguin pair of penguins gather small pebbles The chinstrap penguin makes its home on the Antarctic to create their nest. Competition for the Peninsula, the barren southern islands or on large best nesting site is fierce, with penguins often stealing icebergs on the open ocean. each others’ pebbles. The male takes the first turn to It stands about 46 to 61 cm tall and weighs between 3.5 incubate the eggs, while the female returns to the sea to and 5 kg. Chinstrap penguins were so named because eat fish and krill. of the fine black line under their chin. The adelie spends winter at sea, resting in large colonies After the female lays eggs, the male and female take on icebergs and the pack ice turns to incubate them. While one remains on the eggs, the other feeds on fish and krill close to the shore. Gentoo penguin Chinstrap penguins make their nest out of stones and Closely related to the adelie and chinstrap, this penguin stands at around 76 cm. Found pebbles on ice-free areas of the coast. Note f on the Antarctic Peninsula o interest Emperor penguin and the surrounding southern The emperor penguin is the species most islands, these penguins are Penguins have people think of in relation to Antarctica. solid, heavy bones fiercely competitive. to help them Found predominantly in the Ross and The gentoo use stones, grasses remain submerged Weddell Sea regions, this is the largest and available vegetation to and reduce the species of penguin, reaching around create its nest on the rocky amount of energy one metre in height. shoreline. It feeds on fish, needed for pursuit It is the only species of penguin to lay its egg in the krill and squid close to the diving. winter. The male incubates the egg on his feet under a shore, meaning the chicks are fold of thick feathery skin. During this time, the male fed regularly.

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The words in bold print have something in common. explore Can you work out what it is? Record each word and highlight its special feature.

Words to

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The Arctic and the Antarctic

Polar life Penguins

Complete the questions. 1. Choose the most appropriate meaning for these words as they were used in the text. to be considered

(a) considerable

(b) fierce

violent force

worthy of respect

very eager or intense

large or great

menacingly wild or savage

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Teac he r

r o e t to save for the future s Bo r e p efforts okand deposit unproductive to produce u Slacking useful vegetation to lie down unable to reproduce (d) lay

2. Look at this artwork from the Internet. Explain what is wrong with it and why it is wrong.

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(a) the emperor penguin lays its egg in the winter?

(b) penguins form large colonies?

o c . che e r o t r s super

4. Order these penguin species from largest (1) to smallest (4). 78

adelie

emperor The Arctic and the Antarctic

chinstrap

gentoo

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Polar life Penguins

Research Penguins move quite differently when in and out of the water. You will need to complete independent research in order to complete the question. 1. Explain how a penguin swims when performing each of the following tasks. Task

Action

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idling

Diagram

hunting

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toboggan

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Action

Diagram

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Movement

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3. How does a penguin get into and out of water?

4. When and how does a penguin first learn to swim?

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The Arctic and the Antarctic

Polar life Seals Indicators: • Reads the text about seals and, specifically, about seals that live in polar regions. • Completes comprehension and word study activities related to the text. • Works independently to provide a clear, logical argument to support his/her opinion about hunting harp seals.

Additional information:

r o e t s Bo r e p ok u S Answers:

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Page 82: Intermediate

1. (a) Bearded seal (b) Weddell seal (c) Elephant seal 2. insulation; energy storage; buoyancy; protects internal organs 3. C A D Q S K L E H W W R A B S O D O P F P

• Seals are not able to support themselves in a semi-upright position when on land. • See the following sites for interactive seal activities on the web: <http://www.nationalgeographic.com/crittercam/ antarctica/index.html>

R S D F P N J E P R

L U F L S I V N M E

M P S A N P Q G I J

A O E T W L S U R U

R T A F A U U I H V

Y C L I R C D N S F

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• Pinnipeds are divided into three groups. Group one is the true seal, which has no external ears and has back flippers that point backwards. Group two are the eared seals, which include sea lions and fur seals, having small external ears and back flippers that can be rotated forward for movement on land. The final group is the walrus, with its very distinctive tusks.

V O P S P S E S L I

Q K U H W C L A M S

P I P M T O K R N H

S T S N K D I U Q S

<http://www.nationalgeographic.com/crittercam/arctic/ index.html>

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Page 83: Advanced

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4. Feet have evolved into fins; large eyes for clear vision; excellent hearing; whiskers for touch; blubber. 5. (a) false (b) true (c) true (d) false (e) true Answers will vary; however, student must display clear and logical arguments to support his/her opinion.

o c . che e r o t r s super

• Write a newspaper report about a clash between an animal rights organisation and local anglers over the hunting of seals. • Select another seal that lives in the Arctic or Antarctica and research to complete a detailed report complete with diagrams and a map.

Curriculum links:

English

Science

NSW

RS3.5, RS3.6, WS3.9

LTS3.3

Vic.

ENRE0401, ENRE0404, ENWR0401

SCBS0401, SCBS0402

R 4.1, R 4.4, W 4.2

LL 4

4.3, 4.8, 4.11

4.5, 4.6

Qld

Refer to curriculum documents on <http://www.qsa.qld.edu.au> LL 4.1, LL D4.5

The Arctic and the Antarctic

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Polar life Seals

Which seals prefer polar climates? Seals are close relatives of sea lions and the walrus. They all belong to the same order known as pinnipedia (‘pinna’ meaning fin, flap or wing and ‘pedis’ meaning foot). There are 33 seal species in the world. They all have four feet which have adapted into flippers, which makes them very agile underwater but very clumsy on land.

These seals have a dappled grey-black back with a white underbelly. Males and females grow to around three metres in length and can weigh between 400 and 500 kg. The Weddell prefers to eat fish, octopus and prawns.

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Seals have a layer of blubber under their skin to provide heat insulation, help with buoyancy, store energy and to protect the internal organs. Seals are actually covered in hair, not fur as is commonly thought. They have large eyes to make it easier to see at great depths and throughout the long polar winters, excellent hearing and their long whiskers give them an enhanced sense of touch.

Elephant seal Appearance

Male seals are very aggressive during the breeding season in order to secure breeding territory and females with which to mate. Females mate with the males soon after their previous pup is weaned.

It is the most southerly located mammal to permanently inhabit Antarctica and prefers to live under the ice close to the shoreline. They breathe through holes and cracks in the ice. Over winter, they use their canines and incisors to keep the holes clear of ice.

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Seals prefer polar, sub-polar and temperate seas, spending most of their time in the water. They haul onto land or ice only to rest, give birth and mate, and to moult once a year. Once the pups have their adult fur, they are eager to make their life in the sea alongside the rest of their group.

Teac he r

Survival Location Diet Appearance

Weddell seal

The elephant seal is the largest of all the pinnipeds, which males weighing in at almost three tonnes and growing to around six metres in length. Its huge nose is inflatable and resembles an elephant’s trunk—hence the name. They can dive up to 1500 metres in search of fish and squid. Elephant seals are found throughout Antarctic and subantarctic waters. The island of South Georgia is home to the largest population. Elephant seals feed for 10 months of the year, storing it as blubber to use as additional energy during lean times.

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Bearded seal

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Several species of seal are found in Antarctica. These are: crabeater seals; elephant seals; fur seals; leopard seals, Ross seals and Weddell seals. The species found in the Arctic are: harp seals; hooded seals; bearded seals; and Arctic ringed seals.

Survival Location Diet

their back flippers point backward to propel them through the water. The words in bold print have explore a synonym which could easily be used in its place. Identify a synonym which could be used and rewrite the sentence.

Words to

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Survival Location Diet Appearance

o c . c e Note her r o interest t s super True seals do not have external ears and

These seals have such long whiskers it can look like they have a beard. Their coat can be grey to brown and males and females grow up to 2.4 m in length and weigh up to 250 kg. The bearded seal eats shrimp, crabs, clams, whelks, sculpin, flatfish and cod. These solitary animals can be found in the Arctic Ocean in their preferred position on broken ice and ice floes. The pups grow and develop into adults very fast to ensure survival. These seals can also swim out of danger very quickly.

The Arctic and the Antarctic

Polar life Seals

Complete the activities. 1. Label these illustrations of the three species of seal mentioned in the text.

(c) r o e t s B o r e p 3. Find the specific foods mentioned okin the text in the word 2. List the four benefits of blubber. u search. S • C

•

• •

D I

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(b)

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(a)

4. Seals have evolved from land animals such as bears and otters. Explain how have they evolved and adapted to become successful in the water?

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5. Answer true or false.

o c . che e r o t r s super

(a) Seals can only be found in polar regions.

(b) The ears of true seals are not visible on the outside of their body.

(d) Seals are very graceful when on land.

(e) Female seals feed their babies milk.

The Arctic and the Antarctic

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Polar life Seals

Think! Harp seals thrive in the Arctic and have been at the centre of great debate. They have been hunted for their blubber (for oil), their pelts (for fur) and flippers (for food) as far back as local indigenous groups can remember. Images of hunters slaughtering the white seal pups have been shown all over the world and seal hunting has been reduced but has never stopped. Many locals who relied on the slaughter of seal pups were now out of work and had to turn to other sources of income.

r o e t s Bo r e p ok u S Do you think it is okay to hunt harp seals?

Supporting arguments:

Arguments against:

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Your opinion:

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Conclusion:

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The Arctic and the Antarctic

Polar life Whales Indicators: • Reads the text about whales that live in polar regions. • Completes comprehension and word study activities related to the text. • Works independently to research and record detailed information about a selected baleen whale.

Additional information:

r o e t s Bo r e p ok u S Answers:

Page 86: Intermediate

• Warm-blooded animals such as whales rely on a thick layer of blubber just below the skin to help keep them warm in the freezing waters of the Arctic and Antarctica. This layer of blubber has two uses: to keep the internal organs from freezing in below-zero temperatures; and as an energy store when food supplies are low.

1. (a) The beluga is completely white. (b) The narwhal has a three-metre long tooth. 2. (a) The male has a three-metre long tusk. (b) The beluga become isolated and weak under the ice over the winter. (c) A group of mammals which includes dolphins, whales and porpoises. 3. (a) Baleen whales spend the polar summer in polar waters. (b) The beluga calves are born grey and turn white like their mother in their first few years. (c) Narwhals remain in the Arctic all year round. (d) The beluga is also called the ‘sea canary’ because of its vocalisations. 4. Answers will vary

• To see footage of the narwhal and the beluga, go to:

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• Whales are highly adapted land mammals which took to the oceans some 52 million years ago. Their evolution remains unclear, but the remnants of their life on land remains: they must breathe air from the surface; the bones in their fins look like those of a hand; and the vertical movement in their spine is more closely related to that of a land mammal than the horizontal movement of a fish.

Page 87: Advanced

narwhals.html>

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<http://video.nationalgeographic.com/video/player/ animals/mammals-animals/whales/whale_beluga.html>.

• Use clay to make an accurate, scaled model of either a beluga or narwhal. Once the clay has dried, use paint to show the correct colour.

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• Research the history of whaling. Some countries still participate in whaling for scientific purposes. Work in groups of three to prepare a debate: ‘All whaling should be stopped once and for all’. Half of the teams should present the argument for and the other half need to present the argument against.

Curriculum links:

English

Science

NSW

RS3.5, RS3.6, WS3.9

LTS3.3

Vic.

ENRE0401, ENRE0404, ENWR0401

SCBS0401, SCBS0402

R 4.1, R 4.4, W 4.2

LL 4

4.3, 4.8, 4.11

4.5, 4.6

Qld

Refer to curriculum documents on <http://www.qsa.qld.edu.au> LL 4.1, LL D4.5

The Arctic and the Antarctic

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Polar life Whales

Narwhals make up the diet of polar bears, killer whales, There are more than 80 species of cetaceans in the sharks, walruses and indigenous Arctic people such as world. These mammals are divided into two distinct the Inuit. The Inuit rely on the nutrients and vitamins that can only be obtained from these mammals. groups: Which cetaceans rely on polar regions for survival?

Teac he r

• toothed whales, such as dolphins, porpoises and Beluga (White whale) Closely related to the narwhal, it is the only all-white some whales whale in the world. This helps it to blend in with the • baleen whales icy surroundings of the Arctic. It is also known as the Only one species of baleen whale lives in the Arctic all ‘sea canary’ because its vocalisations can be heard year round, the bowhead. Several species spend summer through the hull of a boat and sound like a canary. It is feeding in the icy polar waters and migrate to warmer, considered to be one of the loudest animals in the sea.

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tropical waters during winter to breed.

Two species of toothed whale live in the Arctic all year round. These are the narwhal and the beluga. Narwhal This toothed whale has the most northerly range of any mammal. It is a unique-looking animal which almost looks like a creature directly out of a fairytale. Its most distinctive feature is its three-metre long ‘tusk’. This is its only tooth and extends from the top jaw and grows through the upper lip. It is uncommon for a female to have this tusk and its purpose is unclear.

The beluga uses echolocation to seek out its prey, which it crushes with its teeth. Favourite foods of the beluga include fish, molluscs and crustaceans.

© R. I . C.Publ i cat i ons Polar bears tend to hunt the beluga over the winter as •f orr evi ew pur p os es on l y the whales become isolated under the• ice and have low energy levels. At this stage, pods often become separated into individuals or mother-calf pairs.

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The beluga is considered small, growing to a length of 5.5 metres and weighing up to 1.5 tonnes. When born, calves are grey in colour and gradually lighten to white between two to five years of age. Calves will often meet up Growing to around 4.5 metres in length with their mother and weighing up to 1.6 tonnes, they thrive on fish, Note f over the summer, molluscs and crustaceans. They use their powerful lips o interest even after they are and tongue to suck the creatures in and swallow them fully matured. The beluga is considered whole. vulnerable and is susceptible Narwhals migrate, spending the summer months closer to human-caused pollution. to the coast and winter away from shore in denselyLocal beluga population packed ice using small holes in the ice to breathe. These numbers are considered to whales normally gather in pods of five to ten individuals; be a clear indicator of the however, over the summer, several pods may join together general health of a particular to form a super pod of up to 1000 individuals when area. feeding.

o c . che e r o t r s super

Words to

explore The words in bold print have several syllables.

Record each word and show the syllable breaks in coloured pencil.

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The Arctic and the Antarctic

Polar life Whales

Complete the questions. 1. What is the most distinctive feature of the:

(a) beluga?

r o e t s Bo r e p ok 2. Choose the best answer. u Stell the difference between a male and female narwhal? (a) How would an observer The male is smaller than the female.

The male has a three-metre long tusk.

(b) Why do polar bears wait until the winter to hunt Beluga?

The beluga become isolated and weak under the ice over the winter.

The beluga are easier to see in winter because they are the same colour as the ice.

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(b) narwhal?

A group of mammals which include dolphins, whales and porpoises.

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3. Rewrite these statements so they are correct.

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(a) Baleen whales spend the entire year in polar waters.

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o c . c e (c) Narwhals migrate to tropical waters during the winter months. he r o t r s super (b) The beluga calves are born completely white like their mother.

(d) The narwhal is also called the ‘sea canary’ because of its vocalisations. 4. Briefly explain why it is important to reduce human-caused pollution in the ocean.

The Arctic and the Antarctic

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Polar life Whales

Research 1. Colour to select one baleen whale which visits Antarctica to feed in the summer. humpback

southern right

blue

sei

minke

2. Research the whale you chose in order to complete the table. Scientific name

r o e t s Bo r e p ok u S Socialisation

Distinguishing features (including a diagram)

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Adult size

Status

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Reproduction and offspring

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Migration route

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The Arctic and the Antarctic

Polar life Top predators Indicators: • Reads the text about top predators in the Arctic and Antarctic regions. • Completes comprehension and word study activities related to the text. • Works independently to research further information about the top predators mentioned in the text.

Additional information:

r o e t s Bo r e p ok u S Answers:

Teac he r

• To see footage of the polar bear and the leopard seal, go to: <http://www7.nationalgeographic.com/ngm/0611/ sights_n_sounds/index.html> <http://www.nationalgeographic.com/ngm/0012/ feature2/media2.html>

Page 90: Intermediate

1. (1) mammals (3) Southern (5) camouflage (7) water 2. (a) true (b) true (d) false (e) true 3. Answers will vary Page 91: Advanced

1. Teacher check 2. Teacher check 3. Teacher check

(2) Northern (4) techniques (6) snow

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• Top predators face a serious problem in the Arctic— pollution. At each level of the food chain, the amount of pollution being passed up the chain increases, from the bottom-dwelling species to the top predators. As this increases, so do the health and reproductive issues of the animals involved. Pollutants such as flame retardants, pesticides and fluorinated chemicals are the main culprits. The WWF are fighting for legislation to protect the environment from the adverse effects of chemicals found in products like paint, detergents, cars and computers.

Extension:

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• Debate: Polar bears are more ferocious than leopard seals.

• Create an advertisement (either for television, radio or newspaper) to inform people of the importance of reducing the amount of chemical usage in relation to the environment and wildlife.

Curriculum links:

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o c . che e r o t r s super

English

Science

NSW

RS3.5, RS3.6, WS3.9

LTS3.3

Vic.

ENRE0401, ENRE0404, ENWR0401

SCBS0401, SCBS0402

R 4.1, R 4.4, W 4.2

LL 4

4.3, 4.8, 4.11

Qld

Refer to curriculum documents on <http://www.qsa.qld.edu.au> LL 4.1, LL D4.5

4.5, 4.6

The Arctic and the Antarctic

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Polar life Top predators

What is a top predator?

Leopard seal

A top predator is a species which has few or no natural enemies and generally sits at the top of a food chain. Antarctica’s top predator is the leopard seal, while the Arctic’s top predator is the polar bear. These two mammals have adapted extremely well to the polar environment and are renowned for their superb hunting abilities.

The leopard seal is a solitary mammal which is found throughout the Antarctic and subantarctic waters. They gather in small groups only during the breeding season which falls between November and February.

Polar bear

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r o e t s Bo r e p ok u S

The polar bear is the second largest land carnivore, with males growing to around 2.5 to 3 metres and weighing in at 650 kg; roughly twice the size of the female.

Teac he r

The females are larger than the males, growing to around three metres in length and weighing in at around 370 kg. The female leopard seal gives birth to one pup around October and will care for the pup for up to three weeks. Once the pup moults for the first time, it takes to the water and learns to fend for itself.

The polar bear uses two main forms of hunting to catch its favourite prey—the seal. It will wait motionless next to a breathing hole, then bite the seal’s head when it surfaces for air. The kill is then dragged a short distance The leopard seal is designed for speed in the water, with to be consumed. The second approach is to stalk the a slender body and long fore flippers. Its silver-grey prey. The bear moves slowly, relying on the camouflage coat provides the perfect camouflage when the seal is patrolling the shallows for its prey. The leopard seal waits in the shallows of the freezing waters of Antarctica for penguins to enter the water, and then pounces on them and pierces its prey with its 2.5-cm canines. It is known to shake its prey vigorously in Note f o interest order to remove the skin and eat the meat. The killer whale, found of its white coat against the snow and ice, towards its Leopard seals also in both polar regions, is prey. It freezes if the seal looks up, then charges the prey eat fish, squid and considered a top predator for the last 15 metres or so, reaching speeds up to 55 various crustaceans in the water. This species is and is the only species km per hour. of seal to eat other a versatile hunter and uses Polar bears have several adaptations to help them seals. This species of a number of techniques survive the freezing temperatures. Firstly, they have a seal is renowned for to seek out and secure double coat; a thick, woolly fur close to the skin provides its ferocious hunting its prey. Because of this versatility, its diet is varied warmth, while an outer coat of hollow guard hairs help ability. and includes fish, sharks, to keep the bear dry and channel the sun’s heat down to other whales, seals, turtles, the base of the follicle, where the warmth is absorbed by penguins, and birds. The the bear’s black skin. The bear also has a thick layer of killer whale has been blubber and furry paw pads to help retain heat on the known to hunt in pods ice and snow. to trap its prey or beach The words in bold print are all words you may themselves intentionally Words have heard before but may not really know what to catch seals and sea to explore they mean. Record each word and the appropriate lions. definition for its use in the context of this text.

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The Arctic and the Antarctic

Polar life Top predators

Complete the questions. 1. Use the words in the box below to complete this cloze about top predators. techniques

water

mammals

Two carnivorous

snow 1

Southern

camouflage

Northern

have successfully adapted to thrive in the harsh polar

conditions of the Arctic and Antarctic. These are the polar bear in the

Hemisphere. Although their hunting r o e t s r   are quite different, both species rely on B within e o p o their environment to aid themu in the hunt. The polar bears’ near-white coat blendsk in with the ice and S , while the leopard seals’ silver-grey coat makes it nearly impossible to see in

Hemisphere and the leopard seal in the

the freezing

2. Answer true or false.

(a) Polar bears are very patient when waiting for prey. (b) Leopard seals mate shortly after the pup becomes independent. (c) Killer whales are found only in the Southern Hemisphere.

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Teac he r

True

False

True

False

True

False

True

False

(d) Leopard seal pups learn to fend for themselves from birth. (f) Pods of killer whales can work together to hunt prey.

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3. What do you think?

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(a) In your opinion, which predator mentioned in the text is the most fearsome? Why?

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o c . c e her r o t s super (b) If a polar bear and leopard seal were to come into contact, which predator do you think would survive? Why?

The Arctic and the Antarctic

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Polar life Top predators

Research

r o e t s Bo r e p ok u S

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Teac he r

1. Create a food chain for the polar bear. You may need to conduct some research.

2. Leopard seals have be known to be aggressive toward humans. Research the following instances and use keywords and phrases to outline what happened.

Thomas Orde-Lees, 1914–15

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Gareth Wood, 1985

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o c . c e r Recent studies have found h e o t r s super that killer whales are among the most contaminated Kirsty Brown, 2003

(caused by pollution and chemical contamination) marine mammals in the world. Consider their place in the food chain and explain why you think this is so. R.I.C. Publications® www.ricpublications.com.au

The Arctic and the Antarctic

Environmental threats Climate change Indicators: • Reads the text about climate change and its effects on polar regions and the world. • Completes comprehension and word study activities related to the text. • Works independently to express their views on climate change in the form of a letter to a local MP.

Additional information:

r o e t s Bo r e p ok u S Answers:

Teac he r

• Current climate change may be responsible for: changing the distribution of plants and animals; population sizes; rate of growth and development; time of plant and animal reproduction; the timing of migration patterns of various species; the intensity and frequency of storms; more severe droughts and fire storms; rising ocean levels; and melting glaciers.

Page 94: Intermediate

1. (a) supervised (or critically observed) (b) cannot be avoided; will happen (c) to maintain at a particular level (d) to filter through something 2. (a) (iii) (b) (iv) (c) (ii) (d) (i) 3. (a) They become thinner which affects their immune system and reproduction. (b) Affects ocean currents and the ability for water to circulate in its cooling-warming cycle. (c) Increase in solar energy absorption means an increase in temperatures. (d) Rising sea levels. 4. Answers will vary

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• Climate change is the phrase used to describe changes in the world’s climate over time and is different from global warming. Global warming is the term for the Earth’s current trend towards an average increase in global temperature. While there is no absolute consensus, it has been strongly suggested that global warming has been caused, to an unknown degree, by the emission of greenhouse gases produced by vehicles, power plants, industry and deforestation. These gases build up in the stratosphere and act as a blanket, trapping the heat close to the surface and over-heating the planet. Scientific research shows that the Earth’s average temperature is hotter now than at any time in the past 2000 years.

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Extension:

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<http://www.oceanexplorer.noaa.gov/explorations/02arctic/logs/ aug19/media/sampling.html> <http://cbs4denver.com/video/?id=34995@kcnc.dayport. com&cid=5> <http://www.veoh.com/videos/v1328388Xetcx6z2>

o c . che e r o t r s super

• Students work in small groups to further research one of the following topics: Kyoto Protocol; Industrial Revolution; extinction of animals in polar regions; rising sea levels. Present information in an interesting format to the class. • Research to find out if your government is implementing targets to reduce greenhouse gases or research to find out more about Al Gore and his message about climate change.

Curriculum links:

English

SOSE

Science

NSW

RS3.5, RS3.6, WS3.9

ENS3.5, ENS 3.6, SSS3.7

Vic.

ENRE0401, ENRE0404, ENWR0401

SOGE0403, SOES0401

R 4.1, R 4.4, W 4.2

ICP 4.4, PS 4.3, R 4.2

EB 4, LL 4

4.3, 4.8, 4.11

4.3, 4.6

4.1, 4.8

Qld

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

PS 4.2, PS 4.5, SRP 4.5

LL 4.3, NPM D4.4

The Arctic and the Antarctic

LTS3.3, ESS3.6, INVS3.7

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Environmental threats Climate change

What effect could current climate change have on heavier than the freshwater and sinks. This sinking drives the ocean currents, forcing the warm water towards polar regions? Climate change has occurred regularly throughout the poles for cooling and moving the cooler waters to the history of our planet. There is recorded history of the tropics to maintain appropriate temperatures. As ice ice ages forming and declining at regular intervals. reduces, so does the capacity to regulate salinity, which However, current climate change is happening at a rate in turn affects ocean currents. never before seen.

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How do we know this?

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Ice cores taken from ice sheets in Greenland and Antarctica provide a detailed and precise record of Earth’s climates changes for up to 100 000 years. As scientists monitor these ice cores, they are able to observe the rate of change in climatic history. Some scientists suggest that the Earth’s climate is changing at a faster rate than at any time over the last 100 000 years.

The reduction in ice also affects polar wildlife. Some populations of polar bears and other ice-dwelling mammals are under threat of losing their habitat. As the sea ice retreats, polar bears have to travel further between ice floes, meaning they use more energy and are becoming thinner. As the bears become thinner, they are unable to store as much fat to get them through the winter, which affects their immune system and reproduction.

Higher temperatures will cause a shrinkage of the Greenland ice sheet and other ice and glaciers in the Scientists are unsure if the increase in warming of the Arctic. This will increase sea levels around the world. Earth is natural or caused by humans Many scientists believe that climate change is partly caused by emissions Here, only a few of the possible impacts of current climate change have been mentioned—there are of carbon dioxide and other greenhouse gases. many! What are the signs and symptoms of climate What can be done? change? The important role of the polar regions in the cooling No matter what causes global warming, some effects of the Earth, means that the effects of climate change of climate change are inevitable. However, if global and global warming are being noticed there first. warming is caused by humans, we can try to take steps However, the occurrences in the polar regions may to reduce the causes. These could include reducing greenhouse gas emissions. If these steps are taken, some have a substantial effect on the rest of the planet. scientists believe the effects of global warming will not Scientists have been monitoring the Arctic Sea’s ice be as bad. floes since the 1950s. The ice has thinned by 40% since the 1960s and the total area of ice is reducing by 5.4 Note f per cent every 10 years. This means that there is less o interest ice to reflect solar energy, which results in more heat absorption and increased temperatures. The Kyoto Protocol is supported by 174 countries and aims to stabilise greenhouse gas concentrations This also affects the level of salinity in the oceans. Ice in the atmosphere to reduce effects on the climate. leaches the salt from the water, the salt that remains is How did it happen?

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The words in bold print have something in common. explore Can you work out what it is? Record each word and highlight its special features.

Words to

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The Arctic and the Antarctic

Environmental threats Climate change

Complete the questions. 1. These words were used in the text. What do they mean? (a) monitored (b) inevitable (c) stabilise

r o e t s Bo r e p ok u These could include reducing greenhouse How do we know S this? • • (i) gas emissions.

(d) leaches

2. Match each statement to its correct heading from the text.

(b) How did it happen?

•

What are the signs (c) and symptoms of climate change?

•

• (iii)

(d) What can be done?

•

• (iv) of carbon dioxide and other greenhouses gases.

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Teac he r

(a)

Arctic sea ice is retreating at an alarming rate, which has a huge effect on the • (ii) environment and its inhabitants as well as the rest of the world. Scientists study ice cores to reveal the history of the Earth’s climate.

Cause Effect

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3. Write the effect for each cause. (a) Polar bears travel greater distances.

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(b) Salinity in sea water reduces.

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(d) Arctic ice and the Greenland ice sheet melt.

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4. Briefly explain the importance of ongoing scientific study of ice cores. 94

The Arctic and the Antarctic

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Environmental threats Climate change Think!

Write a letter to your local MP expressing your views on climate change and if the government should respond to the issue. Use the following headings to plan your letter. Ensure you provide detailed information along with clear and concise evidence to support your views.

r o e t s Bo r e p ok u S

Issue

Possible solution

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Teac he r

Your view (outline your view and clearly explain why this is your view):

Supporting evidence

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Summary (clearly state the outcome you expect):

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The Arctic and the Antarctic

Environmental threats Tourism Indicators: • Reads the text about the effects of tourism on the polar environment. • Completes comprehension and word study activities related to the text. • Works cooperatively in a group to establish a model of a governing body for tourism in polar regions as well as a set of policies and guidelines to ensure sustainable tourism practices.

Additional information:

r o e t s Bo r e p ok u S Answers:

Teac he r

• To view tourist videos, go to: <http://www.peregrine.net.au/Antarctica/VirtualAdventures-in-Antarctica/Video-Small-High-Res.html> <http://www.peregrine.net.au/Arctic/Virtual-Adventuresin-Arctic/Video-Small-High-Res.html>

Page 98: Intermediate

1.(a) Places pressure on the habitat, animals and local population; possibility of introducing alien species of plants and animals to the area; increase in pollution. (b) Increases greenhouse gases; increases possibility of an accident and environmental damage. (c) Alien species of plants and animals may upset the delicate balance of the ecosystem. (d) No-one to establish and monitor policies and guidelines to ensure tourism does not have a negative impact on the area. 2. Answers will vary

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• The Association of Independent Tour Operators provides a list of tour companies which practice responsible tourism. That means their tours are devised to provide people with amazing experiences while protecting the natural environment, animals and local cultures. See: <http://www.aito.co.uk/corporate_ResponsibleTourism.asp>

Extension:

Page 99: Advanced

m . u

• Work in small groups to devise tourism activities which would have little or no impact on the polar environment or its animals. Explain how the activities work to conserve the region, while allowing people to experience the amazing wonders of the polar regions.

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• There are a number of tourism companies which offer tours of the Arctic and Antarctica. Select five tours and rate them according to their impact on the local environment.

Curriculum links:

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o c . che e r o t r s super

English

SOSE

NSW

RS3.5, RS3.6, WS3.9

ENS3.5, ENS 3.6

Vic.

ENRE0401, ENRE0404, ENWR0401

SOES0401

R 4.1, R 4.4, W 4.2

ICP 4.4, PS 4.3, R 4.2

4.3, 4.8, 4.11

Qld

Refer to curriculum documents on <http://www.qsa.qld.edu.au> PS 4.2, PS 4.5, SRP 4.5

4.3, 4.6

The Arctic and the Antarctic

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Environmental threats Tourism

r o e t s Bo r e p ok u S

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Teac he r

Why is tourism considered an environmental which is already vulnerable to change. Concerns about the Mediterranean mussel (which attach to threat? Tourism to polar regions has increased dramatically the hulls of ships and are able to survive Antarctic over the past decade. People want to see the beauty of conditions) being introduced to Antarctica is a very the regions. But is tourism destroying the beauty of real threat. This species is quite aggressive and would quite readily overpopulate the region, causing problems these places? within the fragile ecosystem. More than 32 000 tourists visited Antarctica in 2006 and more than 1.5 million visited the Arctic. The high Safety for tourists visiting polar regions is also a priority. numbers of tourists visiting polar regions places a Many vessels used as tourist transport have not been number of pressures on the fragile landscapes they properly ice-strengthened which poses significant risk are wanting to experience. Problems are beginning to to the people on board. Operators are also not properly arise because local infrastructure and management trained or educated in proper practices to navigate practices of tourism operators have not developed at the the dangerous seas or how to deal with unforeseen emergencies or accidents. The more vessels travelling same rate as the number of tourists visiting. in polar regions also increases greenhouse gases and Tourism puts pressure on local resources, nature areas the risk of accidents which may be responsible for oil and ecosystems, and indigenous cultures. Is it the role spills or additional pollution being released into the of governments to develop sustainable practices? It is region, all causing irreparable damage. Because of the easier for government to manage tourism practices in freezing temperatures, it takes the Arctic and Antarctica the Arctic because there are governments in the region much longer to recover from pollution or accidental to develop policies and guidelines, and to employ bodies damage. to monitor tourism operators. However, in Antarctica, it is a different story. In order to establish regulations It is important that tourism and tourist activities are on tourism, all members of the Antarctic Treaty must monitored closely to ensure practices are sustainable agree on the proposals and develop a body to monitor and do not place undue pressure on the environment, the animals and local people. practices in the region. This is very difficult to do.

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Other issues include the possible introduction of alien species of plants, animals and insects to the areas via tourism. This could be disastrous to the local habitat

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Some indigenous groups in the Arctic see tourism as a benefit. They believe it is a more sustainable way to produce an income. Tourism in the Arctic is providing jobs, income and business revenue.

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It is believed that, if managed correctly, the funds raised from tourism can be used toward the conservation of polar environments.

The words in bold print each have an antonym. explore Can you work out what it is? Record each word and its appropriate antonym.

Words to

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The Arctic and the Antarctic

Environmental threats Tourism

Complete the activities. 1. Briefly explain why each of the following is an issue in polar regions. (a)

Increased number of tourists

(b)

Increased number of tourist vessels

(d)

Absence of government authority in Antarctica

2. Write the missing clues for this crossword.

V S I

R E

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I N

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Teac he r

(c)

r o e t s Bo r e Introduction of alien p ok species u S

A R C T I C . te o c ACROSS DOWN . che 1. e r o t r s super 10.

9. 10. 98

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Environmental threats Tourism

Think! Your group has been chosen as the governing body to oversee tourism within the Earth’s polar regions. It is up to your group to develop policies and guidelines which to ensure sustainable tourism in these areas that has little or no impact on the local environment and wildlife. 1. People in my group:

r o e t s Bo r e p ok u S

2. Name of governing body:

3. Logo of governing body:

Policy/Guideline

Purpose of policy/guideline

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Teac he r

4. Policies and guidelines for sustainable tourism in polar regions.

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5. How will your group govern and monitor tourism operators in the polar regions?

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The Arctic and the Antarctic

Environmental threats The Arctic Indicators: • Reads the text about the effects of climate change and pollution on the Arctic. • Completes comprehension and word study activities related to the text. • Researches a mineral mentioned in the text and how it is mined.

Additional information:

Extension:

r o e t s Bo r e p ok u S

• The Arctic may appear to be extremely clean and clear of pollution; however, it holds the record for being the most polluted environment on the planet. Because of the cold climate, it takes much longer for pollution and chemicals to break down.

• Create an advertising campaign informing people of the effects of industry on the Arctic. You may use, television, radio, newspaper or a combination to get your message across.

• Debate: Climate change will have a positive effect for people living in the Arctic region.

Teac he r

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• The Arctic haze was first noticed in 1750 when the Industrial Revolution began. It occurs in spring and is a reddish-brown colour. It reduces visibility for aircraft to 10% of normal visibility. • A video explaining pollution in the Arctic can be found at <http://www.amap.no/>. Click on ‘Video clips’ in the left-hand menu.

Answers:

stainless steel, magnets, coinage, special alloys

water and gas pipes, electrical wiring and building and materials; household products, coins, medicine glass-to-metal seals; electrical, mechanical and medicinal products (X-rays); mining and petroleum industry; fluorescent lighting, paints, TV tubes, rocket engines jewellery, coins, pharmaceutical products, cooking, art, dentistry, embroidery, photography, electronics, medals medicine, food, clothing, jewellery, dentistry, money, photography, germicide, electrical batteries, mirrors, art

copper

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2. (a) Twenty per cent of Greenland is no longer covered with ice. (b) Industry in northern Alaska is responsible for producing a great amount of pollution. (c) Animals high in the food chain have the most problems with pollution because they eat the smaller animals which are affected by pollution. (d) Whatever happens in the arctic directly affects the rest of the world. 3. Answers may vary 4. Answers may vary

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tungsten gold silver manganese

used in steel industry

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Page 102: Intermediate

strengthen alloys, textile industry (dyeing, silk treating, printing and moth proofing wool), photography, fuel and propellant additives, stainless steel, magnetic tapes, pigments (paints, cement, paper, rubber), industrial water treatment, antiseptics aerospace industry (strong and lightweight), jewellery, medical (replacement of hip ball and socket etc.), ship building (resistant to salt water), golf clubs, aerospace industry

o c . che e r o t r s super chromium

titanium

2. Answers will vary

Curriculum links: English

SOSE

Science

NSW

RS3.5, RS3.6, WS3.9

ENS3.5, ENS 3.6

ESS3.6

Vic.

ENRE0401, ENRE0404, ENWR0401

SOES0401

SCCS0401

R 4.1, R 4.4, W 4.2

PS 4.3, R 4.1, R 4.2

NPM 4

4.3, 4.8, 4.11

4.3, 4.5, 4.6

4.1

Qld

Refer to curriculum documents on http://www.qsa.qld.edu.au

PS 4.1, PS 4.3

NPM D4.4

100

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Environmental threats The Arctic

What environmental problems threaten the Arctic?

Industry in northern Alaska is responsible for:

r o e t s Bo r e p ok u S

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Teac he r

The Arctic region is feeling the effects of climate change • more than 400 oil spills annually since 1996 right now. Scientists use observations made and data • annual emissions of around 51 000 tonnes of nitrogen collected to predict how climate change is going to oxides which contribute to smog and acid rain; and affect on the rest of the world by analysing what they see • releasing between 21700 and 103400 tonnes of happening in the Arctic. methane (a greenhouse gas) annually. There is less ice in the Arctic than there was a decade All of which contribute to pollution in the Arctic. ago. Today, only 80% of Greenland is covered in ice, sea ice is shrinking and thinning at an alarming rate and As the sea ice melts, various countries are becoming may disappear altogether by the end of this century. With excited at the prospect of increasing their ability to tap less ice, more solar radiation is absorbed by the Earth, into previously unreachable resources in the Arctic. meaning average Arctic temperatures have risen by 1.5 Russia is preparing to expand its industrial development °C since 1965; it hasn’t been this warm in the Arctic in order to secure trillions of dollars for its economy. since the Vikings settled in Greenland 1000 years ago. Less ice means more accessibility to natural gas and oil Less ice also means a shrinking habitat for polar bears, deposits, as well as sought after minerals such as nickel, copper, tungsten, gold, silver, manganese, chromium and the ringed seal, walruses and other animals. titanium. Less ice also means a reduction in transport time via the Arctic Ocean, reducing shipping costs drastically. Some issues arise from this type of © R. I . C.Publ i cat i omajor ns development. Firstly, increasing industry means increased greenhouse •f orr evi ew pur pose so nl y • gases and

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pollution. It also means the possibility of more accidents which may cause detrimental harm to the environment. Increased shipping traffic will also increase pollution levels in the area and the possibility of accidents. Secondly, it The Arctic is like a magnet for pollutants in the Northern will affect the local surroundings and animals which live Hemisphere. Any pollution in the air or water finds its way there by producing toxic pollutants which will inevitably to the Arctic via wind currents, river flow, ice and ocean leach into the food chain. currents. For example, any pollution emitted in Europe Note f takes between 10 and 20 days to reach the Arctic. Toxic o interest industrial chemicals and heavy metals such as mercury, In 1991, the Arctic Council established the Arctic arsenic, lead and cadmium gradually accumulate and Environmental Protection Strategy. Its main role is are found at extremely high levels in the water, plants to advise the governments of the eight Arctic countries and animal tissue found in the Arctic. Animals, such as on matters relating to threats to the Arctic region from killer whales, polar bears, birds of prey and some fish pollution and associated issues. which are high in the food chain have been found to contain high levels of contaminants.

o c . che e r o t r s super

The suffixes in bold print all change the meaning of the base word. explore Find the meaning of the suffix and record words from this text which use the suffix.

Words to

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101

Environmental threats The Arctic

Complete the questions. 1. These words were used in the text. What do they mean? (a) emitted (b) contaminant (c) detrimental

r o e t s Bo r e pis no longer covered with ice. ok (a) Twenty-five per cent of Greenland u S (d) associated

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Teac he r

2. Rewrite these statements so they are correct.

(b) Industry in northern Alaska produces little or no pollution.

Animals

People

Landscape

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Plants

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o c . che e r o t r 4. Write a possible solution for each of these problems caused by increasing industry. s super (a) Increased emission of greenhouse gases and (b) Increased possibility of accidents in the water and on the mines.

pollution.

102

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Environmental threats The Arctic

Research 1. Research the following minerals to discover why they are so sought after.

nickel copper tungsten

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Teac he r

gold

r o e t s Bo r e p ok u S

silver

manganese chromium

2. Select one mineral from the list above and record, using words and diagrams, how it is mined.

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Environmental threats Antarctica Indicators: • Reads the text about waste management practices in Antarctica. • Completes comprehension and word study activities related to the text. • Works independently to design new packaging which is be eco-friendly.

Additional information:

r o e t s Bo r e p ok u S Answers:

Teac he r

Page 106: Intermediate

1. (a) false (b) true (c) true (d) true (e) false 2. $10 000 000 3. 175 000 tonnes 4. Before 1998: burning, dumping Now: recycling, returning to country of origin to be disposed of correctly 5. Answers will vary Page 107: Advanced

Answers will vary

• An interactive game on clearing waste from Antarctica can be seen at: <http://www.environment-agency.gov.uk/ commondata/103610/game4_gs.swf>

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• It is only recently that people have concluded that it is important to keep Antarctica in pristine condition. Many view it as being the ‘last frontier’ which is a reason why so much effort is now being put into cleaning it up. Australia is on the frontline of the clean-up process and have invested a great deal of time and energy into cleaning up current and past waste. Waste minimisation strategies have been put into practice to significantly reduce the amount of waste generated. Please see: <http://www. classroom.antarctica.gov.au/8-environment/8-3-wastemanagement-in-antarctica/>

© R. I . C.Publ i cat i ons Extension: •f orr evi ew pur posesonl y• • Calculate the amount of rubbish generated by the people in your class over a period of one week. Work together to work out ways to reduce the amount of waste and better ways disposing of it.

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Curriculum links:

. te

English

SOSE

o c . che e r o t r s super

NSW

RS3.5, RS3.6, WS3.9

Vic.

ENRE0401, ENRE0404, ENWR0401

SOGE0403, SOES0401

R 4.1, R 4.4, W 4.2

ICP 4.4, PS 4.3, R 4.2

4.3, 4.8, 4.11

Qld

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

104

m . u

• Pollution in the form of greenhouse gases emitted from research stations and vehicles is also an issue. Find out what some research stations are doing to reduce their impact.

ENS3.5, ENS 3.6, SSS3.7

The Arctic and the Antarctic

Science

PSS3.5, DMS3.8

4.3, 4.6

4.8

PS 4.2

NPM 4.3

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Environmental threats Antarctica

How is waste management an environmental up their own abandoned work sites and waste tips and have to manage their current waste appropriately. problem in Antarctica? Australian scientists are working toward developing procedures for cleaning up and restoring the environment so that there is no further impact on the area. One concern is that contaminants from the dump sites may begin to leach into the waterways as temperatures warm up.

r o e t s Bo r e p ok u S

One dump site, located in the Thala Valley (the rubbish tip site for the Casey Station), contained 2500 tonnes of waste (including contaminated soil). During the clean up process, waste water management also had to be used to ensure the contaminated ice was also clean.

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Teac he r

Over the past 100 years of exploration and scientific research in Antarctica, humans have left a dramatic scar on its environment. There are more than 70 waste dump sites located along the Antarctic coast! Organic material can take decades to decay in the Antarctic because of the freezing conditions—it can take up to 100 years for a banana peel to break down completely!

Hazardous waste materials, such as polystyrene, PCBs (Polychlorinated Biphenyls [toxic waste]) and radioactive materials, are prohibited on Antarctica and specific protocols have been established to ensure such waste is disposed of appropriately. Most waste is returned to its country of origin, while materials which can be reused are reused. Also, biological sewage treatments plants have been installed to ensure sewage is properly treated rather than discharged directly into the ocean!

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often bulldozed into the water or left on the ice. Some bigger machinery was left on sea ice, which would carry the waste out to sea and once the ice melted, the waste would deposit into the ocean. Tonnes of rubbish was left on the ice and spread over the continent by the extreme winds or dropped down crevasses. Plastic rubbish, oils, chemical spills and sewage have all contributed to water pollution in the area.

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Countries now send waste generated at their research stations home and are working toward finding ways to deal with left over waste from the past. Organisations are also creating protected areas where human access is restricted. Environmental audits have been undertaken to assess the impact of human activity on and around Antarctica. Any proposed project has to undergo Note f o interest specific environmental It costs more than $4000 assessment to ensure it to remove one tonne of will have minimal impact on the environment. waste from Antarctica.

. te o c The Protocol on Environmental Protection—also . chebrought into e known as the Madrid Protocol—was r o effect in 1998. Article Three of the protocol outlines t r s super environmental principals which must be undertaken by those who stay on or visit the continent. This has been devised so as to limit the adverse impacts of tourism and scientific research. The agreement states that individual national Antarctic programs are responsible for cleaning

The words in bold print are both homographs and homophones. That means explore they are spelt and sound the same but have various meanings. Record the words and their meaning relevant to this text along with a different meaning.

Words to

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105

Environmental threats Antarctica

Complete the questions. 1. Answer true or false. True

False

(b) Scientific expeditions are now responsibe for managing their waste.

True

False

True

False

(d) Polystyrene is considered to be a hazardous product.

True

False

True

False

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r o e t s Bo r e (e) All countries send their waste to central locations to be disposed of properly. p ok u 2. Calculate the cost (approximately) of cleaning up 3. Calculate the total amount (approximately) of S the Thala Valley rubbish tip site. waste on Antarctica. Teac he r

(a) Waste has always been considered a problem on Antarctica.

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5. Write an acrostic outlining the importance of keeping Antarctica clean. A N T

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4. Complete the table by listing waste management strategies:

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The Arctic and the Antarctic

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Environmental threats Antarctica

Think! Your task is to choose a packaged item which is used in Antarctica and redesign the packaging to make it more eco-friendly. You will need to consider: • the purpose of the packaging

1. (a) Complete the table. Packaged item

• the weight of the packaging

r o e t s Bo r e p ok u S

Purpose of packaging

• the materials of the packaging

• the ability to reuse the packaging for another purpose

Teac he r

(b) Complete the table below.

Original design

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• the financial and environmental cost of producing the packaging.

My design

Photograph/ Drawing

m . u

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Package weight Materials used

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Financial cost

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Environmental cost 2. Evaluate your design and explain its benefits.

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The Arctic and the Antarctic

107