KLA: Stage 4 Geography

Global Environments: Polar Lands

Date Due:

Learning Contract: assessment

Weighting:

 

 

In order to complete this learning contract you must achieve a minimum of 18 points.

Knowledge & understanding tasks           2 points each

Applying and analysing                                    4 points each

Creating and Evaluating                          6 points each

 

The shaded tasks are compulsory – they make up a total of 8 points.  You choose the balance of 10 points from the other tasks.

 

You decide which combination of tasks you would like to complete.  You must have a total of 18 points.

 

For oral, mime, debates and musical tasks please see teacher to make an appointment to present your work.

 

POLAR LANDS – LEARNING CONTRACT

I agree to complete the following activities to the best of my ability and by the due date.

 UNIT: Polar Lands - Antarctica                                                          YEAR LEVEL:  7 and 8                                                                            

                                                                                                                                                                                                                                                                                                                                                                                         

Multiple

Intelligences

Bloom’s Taxonomy: Six Thinking Levels
Knowing

Understanding

Applying

Analysing

Creating

Evaluating

Verbal

I enjoy reading, writing & speaking

Locate using an atlas and a blank map 5 countries that have polar lands within their territory.

Orally express your understand of glaciers, icebergs, pack and katobic wind.

Categorise Antarctic wildlife into migratory or non-migratory.

Explain what the conflict over whaling is in Antarctic.  I minute speech or 1 written page.

Propose a management plan to conserve Antarctic marine life.  Present your plan as a concept map.

In a 2 minute speech argue the positive and negative factors for Humans in Antarctica.

Mathematical

I enjoy working with numbers & science

Refer Climograph pg. 135 GeoActive. 

a) What is the maximum mean temperature in summer and winter.

Refer pg. 144 GeoActive ‘GeoSkills’ answer questions 1, 2 & 3.

Study Fig. 7.24 in Parker.  Using excel spreadsheet turn this line graph into a bar graph.

Refer Fig. 7.13 Parker.  Construct a climatic graph of Vostok station.

Predict the climate in Antarctica for the year 2115 AD.  Present you findings in the form of a concept map.  In your findings consider: the causes, effects and impacts.

Visual

I enjoy painting, drawing & visualising

Draw an annotated map of Antarctica, describing the climate and the latitudinal and longitudinal location.

Refer pg. 141 GeoActive ‘GeoSkills’

Draw a cross-section of Antarctica.  

Illustrate the Antarctic Food web.

Investigate 2 explorers of the Antarctic and display your findings in the form of a cartoon.

Design a post-card as a visitor to Antarctica.  On 1 side draw pictures that present Antarctica and on the other side write to a friend or family member.

Design a poster which outlines Australia’s approach to managing the fragile Antarctic environment.

Kinaesthetic

I enjoy doing hands-on activities

Use mime to describe how the Antarctic food web functions.

Construct a diorama/model of one Antarctic habitat.

Create a board game about Antarctica.  Some ideas include where it is; climate; wildlife, ecosystems (i.e. food webs); resources, human impact, shelter, scientific research; tourism; Antarctic Treaty.    (6 points)

Musical

I enjoy making & listening to music

Find a song that represents how Antarctica should be preserved or conserved.

Convert the National Anthem into a song that describes Antarctica.

Record a series of sounds that you think represent life in Antarctica.

Write a song comparing and contrasting Australia to Antarctica. 

Refer pg. 156 GeoActive ‘GeoSkills – Photo Interpretation’.  In a group (3-4) imagine you are reporters writing an article on Antarctica.  Devise a method to musically interpret the article to a blind person.

Write a song about the expedition of ‘Douglas Mawson’.

Interpersonal

I enjoy working with others

In pairs name all the stations in Antarctica and locate them on a blank map of Antarctica.

In a group (3-4)  research and outline what types of scientific research is currently occurring in Antarctica.  Refer www.classroomantarctica.aad.gov.au/

In a group (3-4)  write a report on why the Antarctic Treaty was negotiated.

In pairs analyse the problems that ‘Chicken virus’ is causing in Antarctica. 

Report format. 1 page.

In a group of 4 Debate on the topic:  ‘Should Antarctica be preserved or conserved?’

Refer Fig. 7.27 pg. 228 Parker.

Intrapersonal

I enjoy working by myself

State all the different types of animals found in Antarctica.

Refer pg. 141 GeoActive ‘GeoSkills’. Interpret the cross-section; consider length, ice thickness, height of land, where rock emerges through the ice.  Present you findings as a first-hand account.

Construct a mind map that emphasises the key principles of the Antarctic Treaty.  Use cartoons or sketches where possible instead of words.

Identify future problems in Antarctica; consider ozone depletion, commercial whaling, and greenhouse gas emissions.  Present your findings as a newspaper article.

Conduct Internet research on the following site and write a few paragraphs about your findings:

Don and Margie McIntyre’s visit to Antarctica.  http://www.theaustralian.com.au/extras/014/4211040.htm
 
Student ­­­­­­­­­­­­­­­­­­­­­­_______________________________     Teacher ________________________________                Date _______________