arctic animal adaptations · arctic animal adaptations lesson plan outline introduction (10‐15...

Outreach

ACTIVITYTITLE:ARCTICANIMALADAPTATIONS(CLASSROOMVISITS)Submittedby:AlyssaMurdoch,MastersCandidateUniversityofWaterlooWaterloo,Ontarioalyssamurdoch@gmail.com

Purpose:ToteachconceptsrelatingtohowanimalsareadaptedtosurvivingintheharshArcticclimateDate:Nov25&29,Dec2,2010Location:WestHumberJuniorMiddleSchool(NorthernToronto)Who(targetaudience):Grades1‐7DescriptionofActivityArcticAnimalAdaptationsLessonPlanOutline

Introduction(10‐15mins):Conceptstointroduce:Ecosystem,adaptations,Inuitpeople.

‐ IntroducemyselfandbrieflydiscusswhatIdo‐ Geographicperspective:usemaptoshowtheArcticrelativetous

Brainstorming:

‐ HavestudentscomeupwithArcticecosystemcharacteristics(e.g.coldtemperature,daylightfluctuations,animals,habitatetc.)

‐ Usingpropscollectedfromthefield(e.g.ptarmiganfeathers,musk‐oxhair,arcticcharrmuscle),discusshowthesepartsallowtheseanimalstosurviveintheArctic.

‐ SummarizetypesofArcticadaptations:camouflage,warmth,seasonalfeedingcycles

MainActivity(40mins):BlubbergloveMaterialspergroupof4:

1bowl 2thermometers 1controlglove 1survivalsuitglove(madeupofvariousmaterials,examplesbelow) 1largeZiplocbag clothespins 2stones Ice Paper Pencil/crayons 2jars

Alteredtoagegroup–youngerkidshaveamoregeneralqualitativelookatblubber(lardgloves)asinsulationandlearn:

‐ HowdoesblubberhelpArcticanimalsstaywarm?‐ Whatdoesitmeantoinsulate?‐ Discussdifferentanimalsthatuseblubber

‐ Discussotherfunctionsofblubber(e.g.buoyancy,energyreserve)Foroldergroups:willinvestigatedifferentmaterialsasinsulators(e.g.fur,blubber,airbubblewrap,cotton,tinfoiletc.)toseewhichmaterialsarethebestinsulators

‐ Taketemperaturerecordingsinsideinsulatorbagsoveraperiodoftimeandthendiscussresults

‐ Whicharethebest/worstatinsulating?CanwethinkofanimalswhichusetheseintheArctic?

Wrapupgame(10minutes)–generalArcticanimaltrivia,true/falsebasedonlesson,and

openendedquestions(e.g.whyshouldwecareabouttheArcticecosystem).o Prizes–(youngerkids)‐getteamcardsforparticipating(eitherptarmiganoreider

ducks)andolderkidsgethotchocolatepackets.Resourceshttp://resources.yesican‐science.ca/trek/tea/blubber_mania.htmlhttp://ipy.arcticportal.org/index.php?option=com_k2&id=2067&view=itemImpactofEvent/ProjectandLessonsLearned• Principalandteachersextremelysupportiveandassistedduringtheprogram• Manystatedafterwardsthattheprogramwasfun,interestingandage‐appropriate• ReceivedthankyounotesfromallGrade1and2studentsandfromoneGrade7class• Olderstudentshadmorequestionsaboutwhattheexperiencewaslikeinthenorthand

approachedmeafterwardstolearnmore• Someclassroomswerealreadylearningaboutecosystemsoranimaladaptationsin

class,whichmadethisprogrammuchmorerelevantanditfitnicelywiththecurriculum• Iwasimpressedbyhowmuchsomeofthestudentsalreadyknew• Studentswereknowledgeableaboutclimatechangeimpactsandhadfeelingsabouthow

thesechangesmayaffectthem

• Ifoundallclasseskeentointeractandwell‐behaved

• Itwasauniqueandfulfillingexperienceforme

• Itisanexcitingandvaluableexperienceforstudentstolearnaboutthesetopicsfroma‘northernscientist’

• Ithinkthisactivityhashelpedchangeperceptionsofwhatascientistreallyisandhopefullythisincreasedawarenesshaswidenedthedoorofpotentialfuturecareerdirectionsforsome

• Ilookforwardtodoingmoreclassroomvisitsinthefuture