CANADIAN NORTH – LIFE AND LAND PRINCEEDWARDISLAND – ELEMENTARY

Bear with me and save the Polar Regions

Lesson Overview:

This lesson is to raise awareness ofInternational Polar Year, with special attention being placed on the Polar Regions, the Greenhouse Effect and what “we” can do to save our environment.

Grade Level:Grades 1-5/6

Time Required:Three (3) 40-minute classes

Curriculum Connection:

Atlantic Provinces Education Foundation Curriculum for Social Studies:

People, Place and the Environment General Curriculum Outcome:

Students will be expected to demonstrate an understanding of people, places and the environment.

Although this lesson is written for Prince Edward Island, it can be modified for all Atlantic Provinces or other jurisdictions in Canada.

Grades 4-6: Social Studies

-Timeline

-Time, Continuity and Change

-Interdependence

-Citizenship, power, and governance

Grade 5: Science

-Weather

Grades 4-6:Language Arts

-Formal letter writing

(Grade 6 CG08 & CG02)

Links to Canadian National Standards for Geography:

Essential Element #1: The World in Spatial Terms

  • The globe as a model of Earth (Grades 1-3)
  • Map elements (Grades 2-3)
  • Spatial graphics/Elements (Grades 4-5)
  • Major countries (Grade 6)

Essential Element #3: Physical Systems

  • Weather (Grade 1)
  • Physical processes shape Earth’s features (Grades 4-6)

Essential Element #5: Environment and Society

  • Environmental issues (Grades 1 to 6)
  • Effects of human modification of the physical environment

Geographic Skill #1: Asking Geographic Questions

  • Where is it located?

Geographic Skill #3: Organizing Geographic Information

  • Prepare maps to display geographic information

Geographic Skill #4: Analyzing Geographic Information

  • Use maps to observe and interpret geographic relationships
  • Use texts, photographs, and documents to observe and interpret geographic trends and relationships

Geography Skill #5: Answering Geographic Questions

  • Use methods of geographic inquiry to acquire geographic information, draw conclusions, and make generalizations
  • Apply generalizations to solve geographic problems and make reasoned decisions

Principal Resources

(Click on “Themes”, then “Climate Change”)

Additional Resources, Materials, and Equipment Required:

Computer and Internet access

LCD (if available)

National Geographic Magazine – January/February 2007, Vol. 127

Main Objective:

The main objective of this lesson is to lead students to understand the importance and area of the Polar Regions and to raise awareness that everyone has a role in order to protect our surroundings.

Learning Outcomes: By the end of the lesson, students will be able to:

  • Understand International Polar Yearand create a timeline to demonstrate the importance of this initiative
  • Explain and model the “Greenhouse Effect”
  • Map the Polar Regions
  • Create (1) buttons, and (2) letters on “Saving Our Environment”

The Lesson:

Teacher Activity / Student Activity
Introduction / Prepare a model of the greenhouse effect by taking two small boxes, placing a thermometer in each, and then cover one box with plastic/saran wrap. Place both boxes in the window
-Discuss the greenhouse effect:
1) What it is
2) What it does to the Earth
/ Compare the temperature of each box, and then watch the video on the computer (refer to the resources for the website)
Lesson Development / Introduce the concept of IPY, and discuss with the students the necessity of this project
--Direct a discussion as to what “WE” can do to stop global warming / 1. With help from the websites provided, make a timeline of the IPY initiative, making note of the beginning (1882) to the present day (2007)
2. Map Canada, with special attention being placed on Northern Canada and the sea ice
3. Create a badge in order to raise awareness to IPY and to ways in which we can help. The badges will be placed in the school corridor as a chain, with other classes’. The idea of the chain is if we all work together, our commitment, as the links, will become stronger
Conclusion / Discuss the process of writing a formal letter / Write a letter to either our Member of Parliament or to the local newspaper (Letter to the Editor), explaining the importance of everyone’s involvement and commitment to this project

Note: Addresses foe Members of Parliament can be found at:

Lesson Extension:

  • Students could collaboratively draw and paint a picture of the North Pole, using the map, which is located in the Canadian Geographic January/February 2007 issue. This would be an excellent addition to the timeline and badges for a more visual/effective mural.
  • Students could research the plight of the polar bear, and how global warming is affecting this species. Students could use the website clicking on “Fun Zones”.
  • Using the website clicking on ”The Artic Arc – A Race Against Time”, students could read about and trace the adventures of Alain Hubert and Dixie Dansercoer as they travel from the North Pole to Greenland. Students could map their advancements on a class chart.

Assessment of Student Learning:

  • Students will be evaluated on the quality/message of the badge, as well as the letter, which they have written to their MP, or the “Letter to the Editor” in their local newspaper.
  • Students will be marked on their level of participation during brainstorming, and class discussions.
  • Students will be asked to write down what they have learned about IPY.

Canadian Council for Geographic Education 1

Canadian Polar Commission