IceTrek Education Teachers Section

Teachers

Integrating the Terra Nova- IceTrek material into the New Zealand Curriculum

There are a number of ways that the material in this website can be used with the New Zealand Curriculum documents. Teachers could design appropriate activities that allow for opportunity for students to develop the essential skills: communication, numeracy, information, problem-solving, self-management and competitive, social and co-operative, physical, work and study.

Where the school's programme has some flexibility a cross-curricula approach would be well-suited to the Terra Nova-IceTrek study. Suggested approaches are given below.

Science | Social Studies | Technology |

Science Top

Achievement Objective

Learning Activity

Making Sense of the Nature of Science and its relationship to Technology: Level 3 [AO 3] investigate the impact of some well-known technological innovation or scientific discovery on people and/or the local environment

Choose some items of technology that IceTrek uses but were not available to Scott eg plastics, satellites and show how these items make a difference to the two expeditions. Do the same for a scientific discovery eg the causes of scurvy

Making Sense of Planet earth and Beyond: Level 3 [AO1] investigate the major features, including the water cycle, that characterise Earth' water reserves

Annotate a map and use pictures to illustrate the key water features that both expeditions experienced: sea, glaciers, ice cap, and snowfields. Show the importance of Antarctica to the world's water reserves.

Making Sense of the Material World: Level 3 [AO 4] research the use and purpose of technology in the disposal, or recycling, of some common materialise

Show how the Icetrek expedition will be able to leave no waste (including human excrement) in Antarctica

Making Sense of the Material World: Level 3 [AO 2] investigate and describe how the physical properties of materials are related to their use

Illustrate with reference to the use of plastic sledges or nylon quadrifoil kites

Making Sense of the Physical World:Level 4 [AO 4] investigate and offer explanations of how selected items of technology function and enhance everyday activities of people

Explain how any of the following are used

in the IceTrek; Quadrifoils, GPS, cookers,

snowboots, sleeping bags

Making Sense of the Material World: Level 4 [AO 2] investigate and explain how uses of everyday materials are related to their physical and simple chemical processes

Illustrate with reference to the use of plastic sledges or nylon quadrifoil kites

Making Sense of Planet earth and Beyond: Level 4 [AO1] investigate major factors and patterns associated with weather, and use given data to predict weather

Provide a chart summary of the Antarctic weather systems, locate information to predict the likely weather patterns that IceTrek might experience.

Making Sense of the Physical World:Level 5 [AO 1] carry out simple practical investigation, with control variables, into common physical phenomena, and relate their findings to scientific ideas

Measure the angle of the sun at a set time over a period of time. You should try to do this in conjunction with schools in other parts of the world via the Internet

Making Sense of the Nature of Science and its relationship to Technology: Level 5 [AO 3] investigate how knowledge of science and technology is used by people in their everyday life

Show how understanding of nutritional value of food groups and diet are reflected in the diet of one of the expeditions

Social Studies Top

Achievement Objective

Learning Activity

Social Organisation: Level 3 how leadership of groups is acquired and exercised

How did Scott get to be leader of his expedition, what sort of leadership style did he exercise?

Place and Environment: Level 3 how different groups view and use places and the environment

Look at how Antarctica has been viewed and used in the early twentieth century and the late twentieth century

Time, Continuity and Change: Level 3 how the ideas and actions of people in the past changed the lives of others

Study the impact of the deaths of Oates and Scott on Britain with particular reference to the sacrifice that was required of Englishmen in World War I

Resources and Economic Activities: Level 3 how and why people manage resources

Look at the use of Antarctica today

Place and Environment: Level 4 how places reflect past interactions of people with the environment

Discuss how human use of Antarctica today has been influenced by past human involvement

Place and Environment: Level 4 why and how people find out about places and environments

Keep a diary showing how the IceTrek expedition is raising people's understanding of Antarctica.

Time, Continuity and Change: Level 4 how and why people experience events in different ways

Write a comparison of the Terra Nova and IceTrek expeditions showing the ways that the two expeditions are different and explaining these differences

Social Decision Making Levels 3-4
-identify possible causes of issues and problems

-use criteria to evaluate a range of solutions to relevant problems

-make a choice about possible action and justify this choice

A number of relevant Antarctic issues could be considered here:

Tourism

Ozone layer concerns

Mining

Future adventure activities

Place and Environment: Level 5 why particular places and environments are significant for people

Complete a chart showing how Antarctica is of significance for a range of individuals in the two expeditions and for other individuals and/or groups in the world today

Time, Continuity and Change: Level 5 how the ideas and actions of individuals and groups that have shaped the lives and expectations of people are viewed through time

Do a literature search (including internet newsgroups) to show how views of Scott and his expedition have changed. Pay special attention to the impact of recent, critical writings.

Technology Top

Achievement Objective Learning Activity

Technological Knowledge and Understanding:Level 3[AO 3] compare how different groups of people carry out technological activities

Compare the cooking and communication
Features of the Terra Nova expedition with Icetrek and/or the students' home environment

Technological Knowledge and Understanding:Level 4[AO 1] investigate and explain the use and operation of a range of technologies in everyday use

Explain how IceTrek's iridium phones and/or insulation qualities of clothing work

Achievement Objective	Learning Activity
Technological Knowledge and Understanding:Level 3[AO 3] compare how different groups of people carry out technological activities	Compare the cooking and communication Features of the Terra Nova expedition with Icetrek and/or the students' home environment
Technological Knowledge and Understanding:Level 4[AO 1] investigate and explain the use and operation of a range of technologies in everyday use	Explain how IceTrek's iridium phones and/or insulation qualities of clothing work

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Achievement Objective	Learning Activity
Making Sense of the Nature of Science and its relationship to Technology: Level 3 [AO 3] investigate the impact of some well-known technological innovation or scientific discovery on people and/or the local environment	Choose some items of technology that IceTrek uses but were not available to Scott eg plastics, satellites and show how these items make a difference to the two expeditions. Do the same for a scientific discovery eg the causes of scurvy
Making Sense of Planet earth and Beyond: Level 3 [AO1] investigate the major features, including the water cycle, that characterise Earth' water reserves	Annotate a map and use pictures to illustrate the key water features that both expeditions experienced: sea, glaciers, ice cap, and snowfields. Show the importance of Antarctica to the world's water reserves.
Making Sense of the Material World: Level 3 [AO 4] research the use and purpose of technology in the disposal, or recycling, of some common materialise	Show how the Icetrek expedition will be able to leave no waste (including human excrement) in Antarctica
Making Sense of the Material World: Level 3 [AO 2] investigate and describe how the physical properties of materials are related to their use	Illustrate with reference to the use of plastic sledges or nylon quadrifoil kites
Making Sense of the Physical World:Level 4 [AO 4] investigate and offer explanations of how selected items of technology function and enhance everyday activities of people	Explain how any of the following are used in the IceTrek; Quadrifoils, GPS, cookers, snowboots, sleeping bags
Making Sense of the Material World: Level 4 [AO 2] investigate and explain how uses of everyday materials are related to their physical and simple chemical processes	Illustrate with reference to the use of plastic sledges or nylon quadrifoil kites
Making Sense of Planet earth and Beyond: Level 4 [AO1] investigate major factors and patterns associated with weather, and use given data to predict weather	Provide a chart summary of the Antarctic weather systems, locate information to predict the likely weather patterns that IceTrek might experience.
Making Sense of the Physical World:Level 5 [AO 1] carry out simple practical investigation, with control variables, into common physical phenomena, and relate their findings to scientific ideas	Measure the angle of the sun at a set time over a period of time. You should try to do this in conjunction with schools in other parts of the world via the Internet
Making Sense of the Nature of Science and its relationship to Technology: Level 5 [AO 3] investigate how knowledge of science and technology is used by people in their everyday life	Show how understanding of nutritional value of food groups and diet are reflected in the diet of one of the expeditions

Achievement Objective	Learning Activity
Social Organisation: Level 3 how leadership of groups is acquired and exercised	How did Scott get to be leader of his expedition, what sort of leadership style did he exercise?
Place and Environment: Level 3 how different groups view and use places and the environment	Look at how Antarctica has been viewed and used in the early twentieth century and the late twentieth century
Time, Continuity and Change: Level 3 how the ideas and actions of people in the past changed the lives of others	Study the impact of the deaths of Oates and Scott on Britain with particular reference to the sacrifice that was required of Englishmen in World War I
Resources and Economic Activities: Level 3 how and why people manage resources	Look at the use of Antarctica today
Place and Environment: Level 4 how places reflect past interactions of people with the environment	Discuss how human use of Antarctica today has been influenced by past human involvement
Place and Environment: Level 4 why and how people find out about places and environments	Keep a diary showing how the IceTrek expedition is raising people's understanding of Antarctica.
Time, Continuity and Change: Level 4 how and why people experience events in different ways	Write a comparison of the Terra Nova and IceTrek expeditions showing the ways that the two expeditions are different and explaining these differences
Social Decision Making Levels 3-4 -identify possible causes of issues and problems -use criteria to evaluate a range of solutions to relevant problems -make a choice about possible action and justify this choice	A number of relevant Antarctic issues could be considered here: Tourism Ozone layer concerns Mining Future adventure activities
Place and Environment: Level 5 why particular places and environments are significant for people	Complete a chart showing how Antarctica is of significance for a range of individuals in the two expeditions and for other individuals and/or groups in the world today
Time, Continuity and Change: Level 5 how the ideas and actions of individuals and groups that have shaped the lives and expectations of people are viewed through time	Do a literature search (including internet newsgroups) to show how views of Scott and his expedition have changed. Pay special attention to the impact of recent, critical writings.