Polar Ice Caps
Designed by:
Paul Abrahamson
Jason Askegreen
Ellen Bergan
Tim McMahon
Mark Hoskisson
Introduction
This unit was developed at San Diego State University in EDTEC 596, Interdisciplinary Teaching with Technology, Bernie Dodge, Instructor.
Our unit is designed to be an interdisciplinary unit used in conjunction with the Triton Project. Because the Triton Project focuses on ocean-themed curriculum, we chose to base our unit on the polar ice caps. The polar ice caps offer an opportunity for students to explore a unique environment through different disciplinary perspectives.
Content Areas and Grades
This unit is designed for tenth grade level instruction. The language arts lessons are constructed to meet requirements for world literature. In mathematics, the lessons cover the curriculum for Algebra. For social studies, this unit will meet the requirements for tenth grade geography or a social studies elective (curriculum differs vastly by district.) The physical education lessons can be used in any grade as most phys. ed. courses are multi-grade level. As with most thematic units, this unit can be easily adjusted to fit the requirements for different grade levels. Also, there is not a science component to this unit, but the possiblities for science-based lessons are almost infinite. What we provide here is simply a starting point for studying the vast amount of information on the polar ice caps.
Curriculum Standards
Social Studies Standards Addressed
- Individually and collaboratively use reading, writing, listening and speaking as a tool for learning across the curriculum.
- Use modern technology as a tool of communication and learning.
- This unit supports various content appropriate teaching methods that actively encourage students in the learning process.
- Use primary source documents to supplement research.
Math Standards Addressed
- Mathematics as communication.
- Mathematics as reasoning
Language Arts Addressed
- Through their participation in discussions, presentations, writings and illustrations, students should show an understanding of what has been read by connecting the literature with the broader world of ideas, concepts, issues, and their own experiences and perceptions.
- Stimulating the development of higher-level thinking through activities that extend content and meaning.
- Write to judge, propose and persuade.
- Engage in one-to-one and group interaction for the purpose of gathering and sharing information.
- Clarity of purpose and comprehensible structure made clear through the use of language.
- Technology that supports the teaching of listening, speaking, reading and writing.
- The techniques for critical assessment of media.
- Information retrieval and enrichment, using multimedia resources.
Physical Education Standards Addressed
- For students to improve their movement skills and movement knowledge:
- Psycomotor Learning
- Biomechanic
- Nutrition and health related physical fitness
- To improve self-image and personal development:
- Human growth and development
- Psychology
- Aesthetics
- To improve social development:
- Sociology
- Historical perspectives
Organizing Theme and Guiding Questions
The oceans have long represented one of the last unexplored terrains on earth. Likewise, the polar ice caps remained a source of wonder and mystery to human beings for many years after explorers had "discovered" most of the continents and islands of the world. Our unit is organized around the concept of the polar ice caps as extentions of the oceans, both in terms of exotic, alien environments that affect the delicate balance of life throughout our planet and in terms of frontiers of exploration and scientific knowledge. As educators, our hope is that through a greater understanding and appreciation of the polar regions--land, ice and oceans--students will develop a sense of wonder about these environments, specifically, and connections to their world, in general.
| Guiding Question |
Knowledge |
Comprehension |
Application |
Analysis |
Synthesis |
Evaluation |
| Why are there polar ice caps? |
Define polar ice caps |
Distinguish between the north and south poles |
|
Explain why the polar ice caps are only at the poles |
|
|
| How do we know what we know about the poles? |
Identify those who have been to the poles |
Read journals of Byrd, Asimov, Shackleton and Perry |
|
|
Create your own journal about an imaginary journey |
Which exploration strategies were most effective |
| How are the ice caps changing? |
|
Color in maps depicting glacial movements during the ice age |
Chart information from the Mawson weather station |
Analyze the changes in the polar caps since the last ice age |
Describe the changes necessary to cover San Diego with an ice cap |
What would life be like in San Diego if it were covered with an ice cap |
| Why are the polar caps important to us? |
What resources do we get from the polar ice caps |
List five reasons the ice caps are important |
Prepare a diet from resources found at the ice caps |
|
Create a map of how the world look if the polar ice caps melted |
Describe life under this senario |
Implementation Overview
This unit is designed to last three weeks. In each of the content areas, there are three main topics, each requiring five, fifty-five minute periods to cover. For example, the social studies lessons cover biography, exploration, and mapping. Our unit is multidisciplinary with parallel thematic instruction. However, with minor modifications, the lessons could easily become interdisciplinary if interdisciplinary teams already exist at the school site.
Material Resources Needed
The following is a list of materials that will be needed for this unit. Some materials apply across various disciplines, while others only apply to a specific discipline. Refer to the lesson plan pages of the discipline you are intertested in for information on materials for a particular lesson.
- Computers with Internet access
- Class set of journals
- Class sets of books
- Library access
- Construction paper or posterboard
- Tape, scissors, colored markers
- Video or audio materials
- Calculators
- Graph paper
- Protractors
- Compasses
- Contour maps of the polar regions
- 50' measuring tape
- 6 in. straight edges
- Orienteering flags and punches
Human Resources Needed
Our project is based on the reality that most schools are still not set up in interdisciplinary teams. Therefore, our lessons are designed to be implemented by a single teacher in each content area. While there is always a place for parents and teacher's aides in any classroom, this unit does not require any additional assistance. Also, this unit is heavily web-based and does not include field trips or activities outside of the school campus. However, a teacher could include these options if resources were available.
Entry Level Skills and Knowledge
Required skills for the student prior to beginning this unit include the ability to work in cooperative groups, the ability to give oral presentations, library research skills, and the ability to use a calculator. The student should also have a basic knowledge of world geography, basic map reading skills, and basic math skills, basic computer literacy including familiarity with the Internet. (Note for instructor: students should be aware that if they leave our unit via a link, they must use the 
key at the top of the browser window to return).
The teacher should have a familiarty with internet technology and research techniques. Experience with cooperative learning lessons is a plus.
Outline of Activities
Click on the images to the left to view these units.
- Social Studies
- Math
- Physical Education
- English
Evaluation
We would consider this unit a success if students are able to develop a deeper appeciation and understanding of the polar regions and their explorers as exemplified through completion of the activities presented here. These activities should demonstrate proficiency in each discipline as outlined in the standards of evaluation mentioned earlier. For further specific details on evaluation standards, refer to the lesson plans listed under each discipline.
Conclusion
A successful completion of this project will enable the student to better understand the importance of the polar ice caps and their effects on the global environment. The student will also gain an appreciation of the explorers who persevered in their efforts to unlock the secrets of the Arctic and Antarctic ice caps. In so doing, students will develop a deeper understanding of these ideas by learning to read and chart maps, graph information, formulate nutrition analyses, and studying health issues facing inhabitants of polar environments. Finally, through study of the polar regions and those who have explored them, we hope to stimulate students' imaginations and transfer it into developing possible scenarios for their own explorations.
Last updated on May 15, 1997. Return to the Index of Units Page