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Spring 2 Topic MTP - Antarctica
History Geography Music Art Science PSHE
Devising questions
Mapping Biomes (Tundra’s) Lines of latitude Water Cycle Climate Fieldwork
Influential
composers and
musicians
Great artists in history
Analysing creative
works
Living things
Food chains
Life processes
Grouping materials
States of matter
Recording changes in states of matter
Rights and
responsibilities
Art Vocabulary (Wednesday am) - Learning about great artists in history - Evaluate and analyse creative works using the
language of art, craft and design
Music Vocabulary (Thursday am) - Appreciating and understanding a wide range of
high-quality music drawn from influential composers and musicians
Vangelis Antarctic Echoes
Prosody (Friday am) - Speaking audibly and fluently - Gaining, maintaining and monitoring the
interest of the listener - Using appropriate registers for effective
communication Greta Thunberg Speech Activism
Autumn 1
Vikings and Anglo Saxons
Autumn 2
Ancient Greeks
Spring 1
Age of Enlightenment
Spring 2
Antarctica
Summer 1
Ancient Baghdad
Summer 2
Ancient Baghdad
Spring 2 Topic MTP - Antarctica
Year 4 Topic Mid Term Plan – Spring 2 Topic Concept – The greatest threat to our planet is the belief that someone else will save it. National Curriculum Concepts: Week 1: Geographical features of the globe
Lesson 1: Identifying Antarctica’s place on the Earth
Lesson 2: Identify the position and significance of the lines of latitude.
Lesson 3: Describing and understanding the significance of biomes (including the Antarctic
tundra)
Lesson 4: Identifying the features of Antarctica’s physical and human environment.
Week 2: The Antarctic environment (states of matter)
Lesson 5: Comparing and grouping materials together, according to whether they are solids,
liquids or gases
Lesson 6: Observing that some materials change state when they are heated or cooled
Lesson 7: Using scientific evidence to draw conclusions about climate change
Lesson 8: Identifying the part played by evaporation and condensation in the water cycle
Week 3: Living things in Antarctica
Lesson 9: Identifying and grouping a variety of living things in Antarctica
Lesson 10: Constructing and interpreting a variety of food chains, identifying producers,
predators and prey.
Lesson 11: Recognising that environments can change and that this can sometimes pose
dangers to living things.
Lesson 12: Trip to Sealife centre
Explore and use classification keys to help group, identify and name a variety of living things
in their local and wider environment
Week 4: The geopolitics of Antarctica
Lesson 13: Rights and Responsibilities (PSHE) ??
Lesson14: Rights and Responsibilities (PSHE) ??
Lesson 15: Rights and Responsibilities (PSHE) ??
Lesson 16: Rights and Responsibilities (PSHE) ??
Week 5: Conservation / Activism
Lesson 17:
Lesson 18:
Lesson 19:
Lesson 20:
Week 6: Conservation / Activism
Lesson 21:
Lesson 22: Trip to Orchestra Unwrapped
Lesson 23:
Lesson 24:
Concept(s) Composites Success Criteria Prior Learning Activities Resources/ Vocab
Week1: Geographical features of the globe
Lesson 1
Identifying
Antarctica’s place
on the Earth
What is a
landmass?
Identify the UK on a map. Name the world’s seven continents.
Hook: Do you want to know why we are learning about
Antarctica this term? We could have chosen any topic! We
need your help to start a conversation about some of the
big issues facing this continent. Throughout the topic, you
Cartographer
Cartography
Spring 2 Topic MTP - Antarctica
What is a
continent?
What is a
country?
What is the
purpose of a
map?
When were maps
used?
What is the
equator, and
where is it?
Identify the world’s continents using a map/atlas. Locate Antarctica on the map and explain how it is a continent (unlike the Arctic).
are going to be scientists/researchers/geographers
investigating some very important features of Antarctica and
its environment. By the end you will have built a project all
about this endangered place which may lead to you doing
further work in the future towards stopping climate change!
As Robert Swan said - The greatest threat to our planet is
the belief that someone else will save it!
- - - - - - - - - - - - - - - - - - - - - - - - - -
So, we know so much about the ancient Greeks and their
ideas and philosophies about the world. Using our
knowledge of Greek root words, can we guess what the
term Terra Australis Incognita means?
Terra = land / Australis = southern / incognita = unknown
The name given to the great and unknown southern
continent by the classical Greek geographers, who knew
that the earth was spherical, to balance the land mass
which was known to exist north of the equator.
As a class, identify the equator on the globe. Introduce
terms northern and southern hemisphere. In table groups,
can children name as many countries as they can north of
this equator? How about continents? Add to A3 world map
on tables.
Come back together - What is the difference between a
country and landmass? A continent and a landmass? What
did the Greeks mean by “balancing” this landmass?
Revisit Y4 working timeline: For a period in the Middle Ages
(Vikings and Anglo Saxons) the Church's insistence that the
earth was flat led to the complete eradication of all belief in
a southern continent. But the great years of exploration by
sea in the 15th and early 16th centuries confirmed the
approximately spherical shape of the earth.
Equator
Hemisphere
Arctic circle
Antarctic circle
Spring 2 Topic MTP - Antarctica
Show 15th century map – discuss how maps of that period
showed Terra Australis as a vast continent centred on the
South Pole, in the Pacific Ocean almost up to the equator.
Discuss with children their understanding of the southern
hemisphere and how accurate they think this map is?
Without looking at a globe/atlas, discuss what they think the
Terra Australis Incognita was.
During the age of exploration, many navigators, notably
Tasman and Cook, reduced the ‘unknown land’ to two
smaller continents, Antarctica and Australia. Children locate
these on their table world maps.
Individual task: Stick blank world map into book on double
page spread (to be used for next 3 lessons as working
document). Label map using correct labelling techniques (7
continents and UK/own home country).
Make distinction between the Arctic and Antarctica – why is
one a continent and the other isn’t? (landmass).
Lesson 2
Identify the position
and significance of
the lines of latitude.
How do we know
where places are
in the world?
What is a line of
latitude?
What is a line of
longitude?
What are they
used for?
When were they
first used?
Are they still used
today?
I can identify the position of the Arctic and Antarctic Circle.
Which is bigger, the UK or Antarctica? How about Europe
or Antarctica? How many of the UK fit into Antarctica? Make
a guess in triads. Do interactive game with children
comparing continent sizes to Antarctica:
https://discoveringantarctica.org.uk/activities/sizing_up/activ
ity.php
Come together: We know where the continents are based
on a modern map. Why do you think maps we look at today
are designed with Europe in the centre? Discuss.
From the perspective of Antarctica, the other continents and
the rest of the world don’t seem quite as familiar! Look at
the interactive map and locate countries from the
perspective of Antarctica:
https://discoveringantarctica.org.uk/activities/the_world_upsi
de_down/activity.php
Spring 2 Topic MTP - Antarctica
What are the
main lines of
latitude?
Why are they
significant?
So we know where Antarctica is located, and how big it is
compared to other continents, but what else do we need to
know? Ie Why is it so cold?
Ask children why they think its cold in Antarctica? Where
else in the world suffers extreme cold temperatures? (The
Arctic).
How about close to the equator? Is anyone from a country
near the equator? Does it ever get cold there?
Introduce the concept of the Arctic and Antarctic circles and
ask children to guess on a map where they are, and what
their significance is. Explain that they are imaginary lines
around the world which are called lines of latitude. Can they
think of any other important lines of latitude? (Equator).
Individual task Go back to working world map in books and
label the lines of latitude (tropic of cancer, tropic of
Capricorn, arctic circle, Antarctic circle, and equator).
HA to label northern hemisphere and southern hemisphere
with further details about their learnings.
Lesson 3
Identifying the
features of
Antarctica’s
physical and
human
environment.
Oracy: Use
relevant
strategies to build
vocabulary
What is a physical
environment?
What is a human
environment?
What is a feature?
What does
climate mean?
What does biome
mean?
Know that the world
has biomes
(including the
Antarctic tundra)
Describe the climate
of Antarctica using
key geographical
terminology.
Describe the
physical features of
Antarctica using key
Hook: Video of Miss Hartley on screen in ski jacket,
goggles, snow and ice everywhere (is there a snapchat filter
for this??)… she says:
“Hello brave explorers! Your research skills are needed in
Antarctica! Come to Antarctica and find out about the
physical environment and then report back via your
YouTube channel, explaining your findings…”
Provide children with prompts, expert packs and iPads to
answer the following questions:
Spring 2 Topic MTP - Antarctica
What is a tundra?
What is an ice
cap?
What is an ice
field?
geographical
terminology.
Explain why
Antarctica’s human
geography is the
way it is.
1. What is the climate like? (snow, ice, temperature,
precipitation)
2. What is the physical geography? (biomes, tundras, dry
areas, glaciers, ice sheets, ice caps, ice fields, ice
bergs, mountains)
3. What is the human geography? (no indigenous people,
researchers only, rely on deliveries from overseas)
Children research and start to build fact file of information
ready to present in the next lesson. Scaffold this with a
factfile worksheet/A3 paper version for all to use.
Encourage use of books too.
Lesson 4
Identifying the
features of
Antarctica’s
physical and
human
environment.
Oracy: Gain,
maintain and
monitor the
interest of the
listener
How do I monitor
my audience’s
attention?
How can I use
prosody in my
speech to do this?
What are the
main prosodic
features to use
when informing?
How is this
different to
performance? Ie
poetry?
What is the
purpose of my
speaking?
What will happen
if I don’t maintain
Know that the world
has biomes
(including the
Antarctic tundra)
Describe the climate
of Antarctica using
key geographical
terminology.
Describe the
physical features of
Antarctica using key
geographical
terminology.
Explain why
Antarctica’s human
geography is the
way it is.
Children finish their research and start dramatizing their
information to present via a video. This may require
scripting for LA learners.
Encourage children to be creative and engaging with how
they present their information (do they want to pretend to be
inside a tent? Are they going to imagine one of the team got
frostbite, and explain how this happened as a result of the
climate/extreme temperatures?)
Video each group and show the class. Encourage children
to ask questions to deepen their understanding of each
other’s research.
Plenary: Children work in teams to answer questions to
Antarctica Physical geography quiz on the board (award
winning team). https://discoveringantarctica.org.uk/oceans-
atmosphere-landscape/ice-land-and-sea/key-physical-features/
Links for the iPad:
Landsat Image
Mosaic Of
Antarctica (LIMA)
“Find an Antarctic
feature” (LIMA)
LIMA Antarctica
overview map
(pdf)
Spring 2 Topic MTP - Antarctica
my audiences
attention?
Week 2: Antarctica’s changing environment (States of matter)
Lesson 5
Compare and
group materials
together,
according to
whether they are
solids, liquids or
gases
What is a solid?
What is a liquid?
What is a gas?
How can these be
grouped
together?
What are the
properties of
these materials?
What is a
particle?
Why does it
matter how close
together the
particles are?
Why is some gas
visible and others
aren’t?
Hook: Show picture of melting ice caps in Antarctica and
the effects on animals. Ask children to think of some words
or feelings that they can share about the image.
Why is this happening? Explore ideas. Keep digging deeper
into the answers children give (global warming, climate
change, world getting hotter, etc). Explain that we are going
to come back to these big issues, but if we are really going
to be researchers, we need to understand the science
behind what is happening. What is happening exactly when
that ice is melting and becoming water?
This has to do with changing states of matter. Quick intro on
states of matter and what they are. Explain that by the end
children will be able to come back to me and explain what
the properties of the three states of matter are.
Split children into groups. There are objects on their tables
and they need to decide whether they are solids, liquids or
gases. Give children prompts on tables for each state of
matter: Can you change its shape? Can you pour it? Can
you contain it?
Chn complete table and group materials according to their
properties. Come back together and discuss findings and
create some ‘rules’ for each state of matter.
Household objects
Balloon
Plastic water
bottle
Vinegar
Baking soda
Spring 2 Topic MTP - Antarctica
Part 2: Gas is a very hard state of matter to observe, so
let’s do an experiment to see what it can do!
Show children equipment (balloon, plastic bottle, baking
soda, vinegar) – what do you think the experiment will be?
What are we going to show?
Quick demo to show how gas is created and blows up the
balloon. Children comment on the properties of this gas
from their prior learning.
What would happen if we change the variables? More
baking soda? Less vinegar? Lemon juice? Water? Discuss.
Lesson 6
Observing that
some materials
change state
when they are
heated or cooled
What are the
main properties of
the three states of
matter?
What is a
hypothesis?
What is a
prediction?
How are they
different?
What will happen
to the ice as it
warms up?
What is the
scientific
explanation for
this?
Why do some
solids melt and
So now we know that solids, liquids and gases are different
states of matter. What are their properties? So can you
name some solids, liquids and gases in this photo of
Antarctica? Discuss in groups.
Today we are going to do another experiment to observe
that some materials can change state when they are heated
or cooled. Can you think of a solid that can turn into a
liquid? Or a liquid that can turn into a gas? Let’s return to
our picture of the melting ice caps.
Make some hypotheses about what is happening here. Why
is the ice melting? What is causing this to happen? Which
state of matter is it changing from, and into?
We are going to find this out, but first we need to set up our
experiment so we can observe it throughout the lesson.
Chn ‘create’ their own Antarctic landscape based on the
image below and equipment provided. One per table.
Ask children to predict what is going to happen to the ice
over the next hour. Why do they think this will happen?
What is the air temperature of the room? What is the
temperature of a freezer where ice doesn’t melt? Can they
Plastic sea
animals
Stones
Food colouring
Freezer
Ruler
Thermometer
Containers
Spring 2 Topic MTP - Antarctica
others don’t?
What temperature
does ice melt and
freeze at? Why?
make a prediction about why the ice will melt? Or at which
temperature water turns from a solid to a liquid? Record
predictions on worksheets.
Provide children with ruler and ask them to measure their
water level just as the ice is placed into it. Record the
height. What do they think will happen as the ice melts?
Bring children to the carpet and give input on changing
states of matter – explaining about particles and how they
differ. Get children standing up, demonstrate how they are
differently structured in different states.
Return to experiment 15 minutes later, has the sea level
risen? Record.
Return to carpet. So how do some materials change state
when heat is added or taken away? Demonstrate water
turning to gas with the kettle.
Return to experiment 15 minutes later, has the sea level
risen? Record.
Finally children record the last measurement and draw
conclusions about the changing states of matter and how
this is applied to Antarctica.
Spring 2 Topic MTP - Antarctica
Lesson 7
Identifying the
part played by
evaporation and
condensation in
the water cycle
What is the water
cycle?
Why is it called a
cycle?
What does a
cycle mean?
What is
evaporation?
What is vapour?
What is
condensation?
What is
precipitation?
What is run off?
How do the states
of matter present
themselves in the
water cycle?
8.30 – 9am: Have you ever wondered where rain comes
from? Today we are going to find out. Children draw a sun
and some clouds, and the sea on a plastic bag (show
example). Explain that we are going to observe something
called the water cycle today, which is how water turns from
a gas, into liquid, and then back again. Add water and food
colouring. Make predictions about what we think is going to
happen to this water as we go through the day. Stick bags
on the window and leave there. Encourage children to go
back and observe any changes.
Use this as a basis to teach the water cycle in the afternoon
lesson. Observe how the liquid (rain) has turned into
droplets on the side of the bag. Why are the droplets clear,
not blue? How did they get up there?
Annotate diagrams, use terminology (precipitation,
condensation, evaporation) to explain. By the end of the
lesson children should be able to comfortably explain this
process using scientific terminology.
Water Cycle Song:
https://www.youtube.com/watch?v=gBbFxl6Oy94
https://www.youtub
e.com/watch?v=4W
QBtAJxMbY
Spring 2 Topic MTP - Antarctica
Lesson 8
Using scientific
evidence to draw
conclusions about
climate change
What is scientific
evidence?
Why is it
important?
Why is it valuable
to base our
understanding on
science?
What is the
process of climate
change?
Why does the
earth warm up?
Where do
greenhouse
gases come
from?
How does this
affect the
atmosphere?
How is the water
cycle affected by
climate change?
So now we understand how the water moves through the
atmosphere and creates our weather. So how do you think
this process might change as our planet continues to heat
up?
Give children images or examples of extreme weather
conditions which have happened in recent years due to
climate changes. Droughts, storms, hurricanes, snow
storms. Ask them to hypothesise why this has happened.
Provide key vocabulary. Can they make links to the water
cycle? Provide visual of water cycle from yesterday,
Give input: So how does climate change impact the water
cycle? Put simply, water evaporates from the land and sea,
which eventually returns to Earth as rain and snow. Climate
change intensifies this cycle because as air temperatures
increase, more water evaporates into the air. Warmer air
can hold more water vapour, which can lead to more
intense rainstorms, causing major problems like extreme
flooding in coastal communities around the world.
But it doesn’t end there. At the same time that some areas
are experiencing stronger storms, others are experiencing
more dry air and even drought. Like we mentioned above,
as temperatures rise, evaporation increases and soils dry
out. Then when rain does come, much of the water runs off
the hard ground into rivers and streams, and the soil
remains dry. The result? Still more evaporation from the soil
and an increased risk of drought.
Children choose a way to teach this information clearly and
simply. A vlog post, poster, infographic, - they can choose.
This can be used as part of their overall project on
Antarctica later in the term. Show examples and highlight
important information to include.
Spring 2 Topic MTP - Antarctica
Week 3: Living things in Antarctica
Lesson 9
Understanding the characteristics of a living thing and to begin to consider that living things can be grouped in a variety of ways.
What is a living
thing?
How do you
know?
Is a plant a living
thing?
Why?
What is a life
process?
What does MRS
NERG stand for?
Why is it used?
What’s an
acronym?
Recognise that living
things can be
grouped in a variety
of ways
Ask relevant
questions and using
different types of
scientific enquiries
to answer them
Identify differences,
similarities or
changes related to
simple scientific
ideas and processes
Antarctica is the highest, whitest, driest, coldest and windiest continent on Earth. It’s so cold that creatures often retreat to the sea to warm up. Add 24 hours of darkness during the winter months, and it’s a wonder anything lives there. Yet, Antarctica has thriving ecosystems on land and in the water. Ask the children to sit in groups and discuss the question ‘What makes a living thing?’ on the sheet in front of them. They record their ideas on the sheet of paper. Bring the class back together and take feedback from each group. Remind children that they last looked at living things and their habitats when they were in Year 2. Which living things would you expect to find in Antarctica? Choose one and use as an example when teaching MRS NERG. i.e.penguin. There are seven characteristics of living things. Write the letters of MRS NERG vertically down one side of board. Remind children that these are the initial letters of the seven characteristics. Go back to your notes from the feedback – had any groups identified any of these? Bring the class back together and devise a sentence that explains each word. Give children examples of things they might find in Antarctica on picture cards: Gentoo penguin, seal, krill, plankton, sea water, rocks. Ask them to apply the rules of MRS NERG to check whether they are living things or not. Come back to class to share findings. Notes to consider when teaching ---- NB Respiration is not breathing, but the use of oxygen from the air to help turn food into energy. Breathing is the process of taking air (containing oxygen) into and expelling (containing waste
Key Vocabulary
alive, dead, never
been alive,
movement,
reproduction,
sensitivity,
nutrition,
excretion,
respiration,
growth, habitat,
local
Spring 2 Topic MTP - Antarctica
carbon dioxide) from the lungs. Excretion in animals means getting rid of waste: carbon dioxide when breathing out and various waste products in urine (wee). In plants both carbon dioxide and oxygen are excreted (and also used in different processes) & deciduous trees and other plants get rid of waste products when their leaves fall in Autumn. Plants also excrete waste water through small holes in the underside of their leaves.
Lesson 1
0
Constructing and interpreting a variety of food chains, identifying producers, predators and prey.
What is an eco-
system?
What does marine
mean?
What does
terrestrial mean?
What is a
consumer?
What is a
producer?
What is prey?
What is a
predator?
What is a food
chain?
How is energy
transferred via a
food chain?
How are nutrients
transferred?
An ecosystem is an interacting system made up of animals,
plants, microorganisms and the physical and chemical
environment they live in. Antarctica has marine ecosystems
and terrestrial (land-based) ecosystems. Ecosystems rely
on food webs – where energy and nutrients are passed
from one living thing to another.
Mix and match activity where children must match names of
living things to the picture. These will include producers
(lichen, algae, and mosses) and consumers (krill, whales,
penguins etc).
Short input on producers and consumers. What is the
difference? How do we know? Look at examples on tables
– which livings things are producers, which are consumers?
Look at a simple food chain. Discuss how energy and
nutrients are transferred from one living thing to another via
this food chain. Introduce terms predators, prey.
Split the children into groups. Some children will look at
marine eco systems and others will look at terrestrial. They
must use expert packs to create different food chains (use
pictures, arrows, ensure children can move things around).
Spring 2 Topic MTP - Antarctica
What elements
can disrupt a food
chain?
How can human
behaviour
negatively impact
these
ecosystems?
They must write up their different food chain options onto
A3 paper and be prepared to share with a group who
studied the other eco system.
Lesson 1
1
Recognising that environments can change and that this can sometimes pose dangers to living things.
What is an
environment?
Why do they
change?
How do they
change?
How can living
things be
threatened?
What kind of
dangers might
they face?
Identify what a living
thing is (according to
the 7 life processes).
Explain how
environments can
change, both
naturally and by
humans.
Are Antarctic ecosystems changing? What are the
pressures and threats facing Antarctic ecosystems, and
what actions are being taken to reduce them?
Using your knowledge of climate change see if you can
guess at the answers to the following questions:
What effects might global warming have on
terrestrial (land) ecosystems in Antarctica?
What effects might global warming have on the
marine ecosystem of the Southern Ocean?
The effects of climate change on the marine ecosystem are
largely detrimental: the seas around the Peninsula,
particularly on the western side, have warmed significantly
and this has caused a decline in the extent of sea ice (by
around 40% in the area west of the Peninsula). This has
caused problems for some penguin populations which
breed on, and hunt from, sea ice.
Spring 2 Topic MTP - Antarctica
Adélie penguin breeding success has declined in areas
where sea ice has melted too early in the summer season
or where their breeding grounds have become wet due to
the increase in snowfall associated with the warmer,
moister climate conditions.
Each group looks at a different animal living in Antarctica
and how the changing environment can affect their survival.
Create an A3 poster and present findings back to the class,
use iPads and expert packs to research.
https://www.bas.ac.uk/data/our-data/publication/penguins/
Lesson 1
2
Lesson 12: Trip to Sealife centre (Hunstanton)
Science: At the sealife centre, children explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
Science: At the sealife centre, children identify producers, predators and prey.
Geography: At the beach, children use fieldwork to observe, measure, record and present the human and physical features using sketch maps.
Week 4: The Geopolitics of Antarctica
Lesson 1
3
Rights and
Responsibilities
(PSHE)
What does treaty
mean?
What is an
agreement?
What other
agreements do
we know of?
Is it the same as a
law?
Is it the same as a
declaration?
To be able to
describe how we
protect Antarctica
To be able to
explain the
importance of the
Antarctic treaty
To be able to
analyse the most
important parts of
the treaty
Look back at our timelines of human activity and exploration
in Antarctica. Summarise our understanding from
Shackleton work in literacy too.
Today, Antarctica is designated as a continent of peace and
cooperation, but it hasn’t always been (as we know from our
prior learning). We are going to find out about how the spirit
of co-operation has developed and is demonstrated in
Antarctica today, and how we generations can learn from
this moving forwards.
The Antarctic Treaty System is a set of agreements about
the continent of Antarctica. It was signed in 1959 and took
effect in 1961. So far, it has been signed by 46-48
countries.
Spring 2 Topic MTP - Antarctica
What does
exploited mean?
How are living
things exploited in
Antarctica?
The ATS is used for governing the continent. The main idea
of the Antarctic Treaty System (ATS) is to make sure that
Antarctica is:
is used peacefully and taken care of.
is not exploited or used for animal hunting.
is not involved with military use unless for peaceful
purposes.
is not owned by one group.
is not ruled by any country and/or continent.
is not used for violence e.g. testing nuclear
missiles.
Diamond 9: Rank the 9 aims of the treaty based on
importance with your group. Justify your answer.
Then choose 3 aims and explain why they are important.
Use the thinking chain to help.
Challenge
What extra aims could they add? How might the aims need
to change in the future and why?
Lesson 1
4
Rights and
Responsibilities
(PSHE)
Is it our
responsibility to
protect our
planet?
Is it our
responsibility to
protect
Antarctica?
Starter – Mix and match activity
Match the new vocabulary to their definition
Ban | Quota | Limit | Introduce | Prohibit | Prevent |
Protect | Reduce | Improve | Enhance | Monitor
Without an international agreement like the Antarctic Treaty
there would be a free-for-all in Antarctica – anybody could
do or take what they want. What might this look like? What
would the dangers be?
Spring 2 Topic MTP - Antarctica
Is it our
responsibility to
protect our city?
Why? Why not?
How can we do
this?
Should we have a
treaty to protect
our own city?
What dangers
face Antarctica if
it is not
protected?
Mindmap ideas with children using the key words from the
word bank
Write a set of visitor guidelines for people visiting
Antarctica, using the Antarctic Treaty System as your basis.
Consider the following:
What must they do?
What should they not do?
Think about:
Wildlife and vegetation
Natural landscapes and protected areas
Scientific research
Waste / rubbish
Safety
Landing and transport
Extension – Highfields Treaty System – can we create our
own? What would be included? Does Highfields need more
or less protection than Antarctica? Why?
Lesson 1
5
Rights and
Responsibilities
(PSHE)
What is waste?
Why does it pose
a threat to our
environment?
What are some of
the ways people
deal with waste in
Why is science an important part of the Antarctic Treaty?
Article II of the Antarctic Treaty expressed that scientific
investigation and scientific cooperation should be free to
continue. Science on Antarctica has global significance for
the future or our planet – Match the statements to the
answers to find out which science experiments are being
carried out in Antarctica.
Spring 2 Topic MTP - Antarctica
the UK? In our
school?
Where does it go?
How about in
Antarctica?
Why do we need
different systems
there?
Why don’t people
treat waste in
Highfields and
waste in
Antarctica the
same?
Do we need an
agreement that
we all follow to
protect our own
environment?
Science on Antarctica is for the good of mankind and the
planet. However despite the careful control and monitoring
of activities, the presence of scientists on Antarctica has led
to some significant environmental impacts over the years.
Activity 1 - We all produce a lot of waste. Food waste like
banana skins, packaging for our sandwiches, paper or used
pens at school and of course human waste. Write a list of
all the waste you produced yesterday.
Activity 2 - Imagine you are a scientist on Antarctica and
have been asked to develop an action plan to deal with
waste at the research station. Brainstorm in groups ways
you could reduce and deal with the amount of waste
produced (e.g. food, packaging, research materials, human
waste, health and scientific equipment, cleaning materials).
Lesson 1
6
Rights and
Responsibilities
(PSHE)
What are our
human rights?
(revisited from
Autumn 2)
Why are they
important?
What is
collaboration?
What is
cooperation?
Antarctica has been a beacon of co-operation between
countries, who have worked together to preserve and
explore responsibly a pristine and fragile environment.
How have people from different countries worked together
in Antarctica? How might greater international co-operation
like this help in solving one of these global problems:
- the war against terror
- human rights abuses
- global warming
Spring 2 Topic MTP - Antarctica
How are they
different?
How have
countries
cooperated to
protect
Antarctica?
Why do you think
countries are
more reluctant to
work together on
these issues than
they have in
Antarctica?
Why do you think countries are more reluctant to work
together on these issues than they have in Antarctica?
Present your questions and ideas to the class.
_______________________________---
Plenary – Antarctic Treat Quiz (Table groups)
https://discoveringantarctica.org.uk/activities/antarctic_treaty/acti
vity.php
Spring 2 Topic MTP - Antarctica
Week 5 – Conservation Project
Lesson 1
7
It’s time to put everything you have learnt into practice. You
are going to start your own project with a small group, and
you can focus on any area you have learnt about in the past
4 weeks. The focus of your project is going to be:
Sustainability and Conservation.
Some project ideas:
- How will the melting ice caps affect sea levels?
- How will Antarctica’s changing landscape
affect its wildlife?
- What is the future of Antarctica?
- What can we do to protect Antarctica from
global warming?
- Save the penguins!
Show some model examples and get more ideas from
children. Draw on their experiences from the Sea Life
centre and trip to the beach, plus all of their prior learning.
Lesson 1
8
Work on proposed structure, and check with teacher for
input and guidance. Teacher simplifies and directs research
to ensure children can work independently.
Spring 2 Topic MTP - Antarctica
Lesson 1
9
Research / collate information in groups.
Lesson 2
0
Research / collate information in groups.
Lesson 2
1
Begin to work on writing up in a ‘report’ / portfolio style.
Include space for pictures / infographics / food chains /
water cycle diagrams etc
Lesson 22: Orchestra Unwrapped Trip
Spring 2 Topic MTP - Antarctica
Lesson 2
2
Write up project
Lesson 2
3
Write up project
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