Gold Seal Lesson:
Exploring Polar Regions

Copernicus Education Gateway

 

Subject:

Science

Grade:

 

 

K-4

 

 

ICLE Standards:

 

 

Science as Inquiry: Develop understanding about scientific inquiry.

Life Science: Develop an understanding of the relationship between animals and their environment.

Communication: Develop competence in making an oral presentation.

 

 

Performance Task:

 

 

After studying the polar regions, your class decides to try to convince the city zoo to establish an exhibit from one of the polar regions. You will need a plan to present to the zookeeper to use in developing the exhibit.

Working in groups of 3 or 4, you will produce a plan to present orally. After doing your research and developing your plan, place your notes for the presentation on 3 x 5 cards. All students in the group must participate in the oral presentation to the class. 

To create your plan, you should:

  1. identify the polar region to be used for the zoo's exhibit

  2. identify a polar animal to be the focus of the exhibit

  3. sketch a map identifying the Equator, the northern and southern hemispheres, the Arctic and Antarctic circles, and the North and South poles

  4. locate and mark the place where your polar animal lives or migrates

  5. describe and/or illustrate the physical features that make your animal perfect for the conditions in its polar region

  6. show where the animal fits in a polar region food chain

  7. cite the temperature range of your animal's habitat

  8. create a design of the habitat.

 

 

Knowledge / Skills:

 

 

Plan and apply real or hypothetical models and constructions to facilitate investigation and learning and the solution to practical problems.  (s115)

Understand ecology as the study of the interactions and relationships of organisms with their living and nonliving environments.  (s13)

Understand and use graphs, charts, and visuals to enhance informational writing.  (ela29)

 

 

Rubric:

 

 

4 Points  =  Students incorporate and apply knowledge to design a habitat that meets all of their chosen animal's needs for survival. All of the required areas are labeled on the world map. Students correctly identify where their animal lives or migrates. The information provided on the temperature range and on the animal's physical features is accurate. The food chain is clearly represented. The product is neat and attractive. The oral presentation is clear, concise, and nicely presented.

 

 

3 Points  =  Students attempt to follow all directions and complete the product, but with some minor inaccuracies that indicate the students have not completely mastered the knowledge and skills necessary for the project. The map is labeled, with few inaccuracies. The product is neat and shows good effort. The oral presentation is fairly clear and adequately delivered, but is not presented in a manner that captivates the audience's attention.

 

 

2 Points  =   The students' final product shows limited understanding of the knowledge and skills inherent in the activity. The map is missing some labeled areas. A product is produced, but it does not meet the criteria as described. The product is fairly neat, but shows minimal effort. The oral presentation is vague, dull, and unconvincing.

 

 

1 Point  =  The students do not complete the project. They show little understanding of the task and demonstrate a lack of understanding of the knowledge and skills needed to complete the project. The map and product are messy and show little, if any, effort on the part of the students involved. The oral presentation, if made, is meaningless.

 

 

Keywords:

 

 

LIFE SCIENCE
ECOSYSTEM
FOOD CHAIN
MODELS & CONSTRUCTIONS
SPEAKING

 

 

Grades:

 

 

Kg [X] - 1 [X] - 2 [X] - 3 [X] - 4 [X] - 5 [] - 6 [] - 7 [] - 8 [] - 9 [] - 10 [] - 11 [] - 12 []

 

 

ICLE Application:

 

 

D

 

 

 

 

 

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