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

EVIDENCE OF COOPERATION Our visit to the Maritime Museum

Group Communication

EVIDENCE OF KNOWLEDGE Scott’s Journals

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. O UTCOMES

Antarctica is a harsh and inhospitable environment which makes survival challenging. 1. Where is Antarctica? 2. What types of weather conditions do people face? 3. How do people survive in Antarctica? 4. What are the ecological issues facing Antarctica today? Society’s beliefs can have an influence on how people interact with Antarctica. 1. Who was Scott and what did he do? 2. What happened during Scott’s expedition? 3. What resources and technology did Scott have available to him? B IG I DEA ’ S

T EACHER F IELD K NOWLEDGE What we know?What we found out? Antarctica is a continent. Shackleton explored Antarctica. Antarctica is a cold and harsh environment. No one lives there permanently. Antarctica is the opposite pole of where Santa lives.

C ONTEXTUAL R ELEVANCE AND L EARNING O BJECTIVE 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)

C ONTEXTUAL R ELEVANCE AND L EARNING O BJECTIVE  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.

O THER A REAS O F T HE M USEUM T HAT R ELATE T O HSIE AND O THER KLA’S

B IBLIOGRAPHY Australian National Maritime Museum (n.d.). Antarctic views by Hurley and Ponting. Retrieved August from the Australian National Maritime Museum: Australian National Maritime Museum (n.d.). Scott’s last expedition :Teachers resource kit B. Retrieved August from the Australian National Maritime Museum: 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 from the Department of Sustainability, Environment, Water, Pollution and Communities : Hauling the James Caird 1914–1917 [Image]. (n.d.). Retrieved from