By: Aivi , Cassandra, Ruflyne , Stephanie, Thuy

1. Antarctica By: Aivi, Cassandra, Ruflyne, Stephanie, Thuy

2. EVIDENCE OF COOPERATION Our visit to the Maritime Museum

3. Group Communication

4. EVIDENCE OF KNOWLEDGE Scott’s Journals www.spri.com.au

5. Outcomes ENS3.5 Demonstrates an understanding of the interconnectedness between Australia and global environments and how individuals and group can act in an ecologically responsible manner. -use an atlas or other reference to identify geographic features and significant sites within Antarctica. -explains the effects of natural changes on the environment, such as weather conditions, seasonal changes, and how people respond to these changes. ENS3.6 Explains how various beliefs and practices influences the ways in which people interact with, change and value their environment. -examines how natural, economic, historical, social and political factors can influence peoples interactions with the environment. -compares the relative costs and benefits of different technologies used to modify and create environments.

6. Big Idea’s Antarctica is a harsh and inhospitable environment which makes survival challenging. • Where is Antarctica? • What types of weather conditions do people face? • How do people survive in Antarctica? • What are the ecological issues facing Antarctica today? Society’s beliefs can have an influence on how people interact with Antarctica. • Who was Scott and what did he do? • What happened during Scott’s expedition? • What resources and technology did Scott have available to him?

7. Teacher Field Knowledge

8. Contextual Relevance and Learning Objective • KLAs: • English (Journals, debates on views surrounding the issue of Scott’s heroism) • Mathematics (Timelines and maps) • Science and Technology (Technologies impact on people and environments) • Creative Arts (Model of polar explorer, photography by Hurley and Ponting)

9. Contextual Relevance and Learning Objective • HSIE content: Environments • Organisation: Class discussions, group and individual work • Skills: Research, literacy, sewing, mapping • Assessment: Observations, mapping, journals, timelines, • artefact • KEY LEARNING OBJECT: model of a polar explorer • Purpose: To identify the clothing (layers and materials) required for survival in Antarctica • KLAs: Creative Arts, Science and Technology • Teaching Activities: Create a model of a polar explorer wearing layers of clothing based on their previous research. • Differentiation/Extension: Sewing clothing items. Design items of clothing. Journal entries.

10. Other Areas Of The Museum That Relate To HSIE AND Other KLA’S

11. Bibliography Australian National Maritime Museum (n.d.). Antarctic views by Hurley and Ponting. Retrieved August 8 2011 from the Australian National Maritime Museum: http://www.anmm.gov.au/webdata/resources/pdfs/schools/Antarctic_Views_visual_art&cross_cur_EdKit.pdf Australian National Maritime Museum (n.d.). Scott’s last expedition :Teachers resource kit B. Retrieved August 5 2011 from the Australian National Maritime Museum: http://www.anmm.gov.au/webdata/resources/pdfs/exhibitions/Scott_Education_resource_B.pdf Board of Studies New South Wales, (2006). Human Society and it’s Environment K-6: Syllabus. Sydney: Board of Studies NSW Department of Sustainability, Environment , Water, Pollution and Communities (n.d.). Polar explorer model. Retreived August 11 2011 from the Department of Sustainability, Environment , Water, Pollution and Communities : http://www.antarctica.gov.au/about-antarctica/education-resources/puzzles-and-games Hauling the James Caird1914–1917 [Image]. (n.d.) . Retrieved from http://www.anmm.gov.au/webdata/resources/pdfs/schools/Antarctic_Views_visual_art&cross_cur_EdKit.pdf