Mission AntarcticaCreated byAmber Galenza, Jennifer Adante & Denise Harrison

Day 1

“Students, you are scientific researchers who are about to embark on a Mission to Antarctica. Before you leave there are some recent developments that you need to know about. There have been reports from a team of researchers who have spent many months in Antarctica, of many creatures invading the ice. We need you to figure out what these creatures are and gather as much information as you can before you go, so you are prepared once you arrive.”

“The team has reported the following:”

There are too many to count

They swim

They eat fish

They can hold their breath for a long time

They cannot fly

They are birds

They are black and white

Students will draw/write the name of the creature they think it is as each clue is read, changing their answer as the clues become more detailed

This piece of work can be used to brainstorm the web that is created next

Day 2

In order to prepare for the mission, you must determine where are you going on a map? What is the weather like in Antarctica? Compare temperature in Leduc and Antarctica – (Science – seasons). What are you going to need to pack to wear in order to protect you from the elements?

Day 3

KWL Chart/Web

Brainstorm the initial Penguin web using sticky notes. Students post up questions that come through the brainstorming. As the brainstorming occurs, questions will arise, post these questions on a chart paper. Throughout the project, come back to the web and add new learnings about penguins using another color of sticky note. All sticky notes can be sorted later as students learn more information and these can be placed in categories. Create a legend of the use of the colored sticky notes, as when each color was added. The students can monitor the timeline of their knowledge gained.

Ideas throughout the unit on Penguins

Questions– What makes penguins unique? What do penguins have in common with other animals? What do I know about penguins now, that I did not know before?

Labeling a diagram of a penguin – students can draw and label their own or label an existing drawing.

To gather information about 3 penguins – the use of short videos on You Tube, non-fiction books, picture books – Tacky the Penguin, Cinderella Penguin, Penguin Pete, etc.

Writing Activities -Diamonte poem

-acrostic poem (PENGUIN)

-rhyming words and word families that relate to snow and ice as well as fish, penguins, etc,

-vocabulary bingo around the theme

-Students listen to a poem about penguins from Antarctic Antics: A

Book of Penguin Poems and then add new information from the

poem to a classroom web or chart

Math – adding – math mats – penguin problems – counting, penguins eat fish – subtracting –

-write out the stories/problems – check for understanding – can be displayed

-use the life-sized penguins created by the groups to compare penguin size to items in the classroom

-graphing their favorite penguin as a class

Venn diagram- Comparing Tacky the penguin to a real penguin

-compare two varieties of penguins

Listening activity – following instructions – each student drawing their own penguin

Music – penguin songs – write your own song –

Group work – create a life-sized penguin based on research – height, characteristics, coloring, etc – present all information to class and display.

Science – 5 Senses – as a penguin, as a researcher in Antarctica

-Color – Why are penguins black and white?

-Animal adaptations – how do penguins keep warm, how do you keep warm?

-Endangered species – what does this mean? Are penguins endangered?

-How do you get around in Antarctica? – transportation of people and penguins

Social Studies– caring for others

-Penguins for a pet – Can they be a pet? What would be your responsibilities?

Assessments -

- Revisit the web and add new information – using colored stickies as well add categories and regroup information

- Create Fact-opinion charts or True-False charts and check for understanding

Penguin wrap up (Final Assessment)–

Each student creates a “Who am I?” book – If needed, students can ask for information from other students on research teams to gather information about the penguin they would like to ‘research’. Each student will create a ‘book’ on a penguin of their choice (of the three studied in the class). The book will begin with “Who am I? “ The students will have one question per page (mirroring the initial activity that started this project) highlighting different characteristics of the penguin. The final page will have the answer as well as a drawing of the penguin.

Rubric for the final assessment – What does an excellent project look like? Spend your class discussion time on what an excellent project should look like? For example – how many clues are written, should there be illustrations on each page, how should sentences be written, what types of descriptors, what does the format of each page look like, what does the front cover look like, etc.