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Arctic AnimalsK–3 Teacher’s Guide
A SEAWORLD EDUCATION DEPARTMENT PUBLICATION
CONTENTS
Goals and Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2The Arctic—Sitting at the Top of the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Life in the Deep Freeze . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5A Frontier That Could Disappear . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Arctic Animals Shuffle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Polar Caps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Seal Scientist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Polar Explorer Relays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Fresh Floats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Pop-up Seal Pup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Snow Talking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Ice Power . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18The Hold of the Cold . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19What’s For Dinner? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Web Connection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24Pre/Post Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . inside back coverNational Science Education Standards Connections . . . . . . . . . . . . . . .inside back cover
To the TeacherThe Arctic Animals Teacher’s Guide for grades K–3 was developed at SeaWorld to helpyou teach your students—in an active, hands-on way—about the natural history of theArctic and how people form an important part of this ecosystem. Our goal is to integratescience, mathematics, art, social studies, and language arts. SeaWorld curriculum supports the National Science Education Standards.
The brief background information in this Guide was written for you, the teacher. It willhelp you do these activities with your students. We suggest you also refer to some of thematerials listed on page 24 for more in-depth information. SeaWorld strives to provideteachers with up-to-date information and activities that motivate students to appreciateand conserve wildlife, the oceans, and the natural world.
©1998 SeaWorld, Inc.2
SeaWorld Teacher’s Guide
Goals of the Arctic Animals UnitStudents will explore the natural history of the Arctic and recognize that humansare an interconnected part of this ecosystem.
ObjectivesAfter completing the SeaWorld Arctic Animals unit, the student will be able to…
1. Find the Arctic Circle on a map or globe. 2. Name two countries and the ocean that lie within the Arctic Circle.3. Describe two physical characteristics of the arctic
environment.4. Place three arctic animals in their habitat. 5. List two ways arctic animals keep warm during the arctic winter. 6. Explore the cultural diversity of Native Americans that make the Arctic their
home. 7. Express a concern for how human activities may impact the arctic
environment and the future survival of animals that live there.8. Share their learning experience with friends and family.
Arctic Circle — the imaginary line thatencircles the globe at 66° 33" northlatitude. Arctic lands and oceans lieabove this circle. “Arctic” comes fromthe Greek word arktos, meaning bear.
blubber — an insulating layer of fatjust below the skin of most marinemammals.
camouflage — coloration that allowsan animal or other organism to blend inwith the surrounding environment.
conservation — taking care of ourenvironment by wisely managing itsresources.
food chain — a straight-line diagramthat shows “who eats whom” in anecosystem.
Vocabulary
food web — a diagram that shows themany complex interconnections of"who eats whom" in an ecosystem.
ecosystem — a unit of plants, animals,and nonliving components of an environment that interact.
hypothermia — a medical conditionthat results when a person's or an ani-mal's body temperature falls belownormal.
ice floe — a flat expanse of floating ice.
lair — the shelter of some animals;used for birth and protection. May alsobe called a den.
microscopic — very small; only visibleto humans through a microscope.
BeaufortSea
Amur R i v
er
Sea ofOkhotsk
Bering Sea
Gulf of Alaska
Gulf of St.Lawrence
Baffin Bay
Chukchi Sea
St.
Law
renc
eR
ive
r
Yu k o n Ri v
er
CANADA
ALASKA
66
33
"n
ort
hla
titu
de
AR
C T I CC I R C L E
Hudson Bay
River
Saguenay
Nor th Po le
RUSSIA
GREENLAND
Arct ic Ocean
NORWAYSWEDENFINLAND
ICELA
ND
tundrapermanent iceover land
permanent iceover water
forests andother lands
©1998 SeaWorld, Inc. 3
Arctic Animals K–3
North Pole — the geographic top of theearth. Longitude lines converge here.
permafrost — permanently frozen soilfound only in very high latitudes.
pollution — harmful elements thatalter or affect an environment in a negative way, such as chemicals thatpoison water supplies or trash that clutters the ocean.
prey — an animal eaten by another animal.
predator — an animal that eats another animal.
sled — a low-running vehicle drawn bydogs, horses, or reindeer. Humans usesleds for transporting loads acrosssnow and ice.
tundra — a treeless area between theice cap and tree line of arctic regions,with a permanently frozen subsoil.
The Arctic Circle rings the globe at 66° 33" north latitude. North of this imaginary line lie thefrozen lands of the Arctic.
©1998 SeaWorld, Inc.4
SeaWorld Teacher’s Guide
The Arctic—Sitting at the Top of the World
The Arctic is the northernmost part ofthe earth.
The Arctic Circle rings the globe at 66° 33" north latitude. North of thisimaginary line lie the frozen lands ofthe Arctic. Seven countries share theArctic—Canada, Finland, Greenland,Norway, Sweden, Russia, and theUnited States.
The Arctic is not a continent.
The North Pole sits on permanentlyfrozen ocean water, not on land. Overall,more than half of the Arctic is frozen icemoving across the surface of the ArcticOcean. No one can put a marker at theNorth Pole; ice constantly shifts anddrifts in a clockwise direction, so mark-ers soon become inaccurate.
Much of the soil in the Arctic remainspermanently frozen, too. Calledpermafrost, the top layer of the frozensoil sometimes thaws during the springand summer. The resulting cold, soggy,soil allows plants to grow and animals
to graze.
It’s cold in the Arctic.
Ocean water temperatures often staybelow the freezing point of fresh water(0°C or 32°F). Dissolved salts and con-stant movement of the water keep itfrom freezing solid.
On land, air temperatures average only 10°C (50°F) during the warmestmonths. During the winter, weather canbe severe, with the temperatures fallingto -70°C (-94°F). Strong winds can droptemperatures more. The annual snowfallcompares to the snowfall of Chicago;about 30 to 60 cm (12–24 in.). Trees arerare, and plants grow low to the ground.
Because the Arctic is at the “top” of theworld, the sun may never rise above thehorizon on some winter days and maynever set below the horizon on somesummer days. For example, inDecember, some days may be 24 hoursdark, but in June some days may be 24hours light.
Portage Glacier inthe Kenai Peninsulaof southern Alaskaslowly moves downthe mountainside,releasing decades-old ice and snowto the sea.
Some birds, seals, and whales migratesouth during the coldest arctic months.Others stay year-round, protected bythick layers of blubber or dense coats offur. The arctic fox and grouse changecolors; they are brown in summer,white in winter.
For thousands of years, people havemade the Arctic home.
Today, they include the NorthAmerican Inuits and Aleuts and theSiberian Yupiks. These people hunt,trap, and fish to survive.
Native people often follow animalbehavior for successful hunting andfishing. Like polar bears, hunters waitbeside the breathing holes of seals tocatch prey.
Animal hides and fur protect humanskin from the cold. Meals include high-energy blubber and fatty meat for theextra calories required to survive in thecold. On average, the diet of people incold climates has twice as many caloriesas the diets of people in warm climates.
©1998 SeaWorld, Inc. 5
Arctic Animals K–3
Plants cling to ice and frozen ground.
Microscopic plants called diatoms liveunder the ice in the Arctic Ocean. Otheralgae grow on permanent ice. Lichens(algae and fungi growing together)cover barren rocks. Mosses, grasses,flowers, and shrubs carpet the tundra.
Most plants on the tundra grow onlyankle high, hugging the ground toavoid the cold blasts of arctic winds.Short summers compress growing sea-sons that sometimes last less than twomonths. Mosses and lichens grow inspongy cushions, soaking up availablemoisture.
Animals cope with cold.
Shrimps, fishes, seals, walruses, andwhales thrive in the cold, nutrient-richwaters of the Arctic Ocean. Caribou,moose, and musk oxen roam the tundra. Polar bears prowl the ice. Birdssuch as ptarmigans and snowy owlslive year-round in the cold weather.Many other animals visit arctic lands tofeast on summer plants and insects.
Life in the Deep Freeze
Warm-blooded marine animals, like thesewalruses, have a think layer of blubber that
helps retain body heat in cold ocean water.
The red fox and other land predators usekeen senses of smell and hearing to find
lemmings and other prey.
©1995 SeaWorld, Inc.6
SeaWorld Teacher’s Guide
The Arctic plays a critical role in global health.
Ecologists describe the Arctic as amirror that reflects the health of the restof our planet. The land plays a crucialrole in worldwide weather and climatepatterns. Rich habitats support a widevariety of plants and animals.
Until the mid-1800s, the Arcticremained unspoiled, isolated from out-side exploration by its extreme weatherconditions. But today’s technologygives people easier access to this fragilehabitat. Natural resources like gas, oil,and coal attract developers.
Future success depends on wise use of resources.
Development during the last 40 yearshas left paved roads crisscrossing thetundra, oil drill rigs dotting the coast-line, and underground mines markingthe frozen earth. Cities and constructionsites have sprouted where people couldnever live or work before. The survivalof both people and animals depends onthe intelligent conservation of land andocean resources today.
The Arctic needs you.
As one of the last frontiers on earth, theArctic needs protection. You can help.Here’s how.
❑ Learn all you can about the Arctic.The more you know, the better youcan help.
❑ Support other people who work toprotect the Arctic. These are two orga-nizations to consider supporting:• American Zoo and Aquarium
Assn., 7970–D Old GeorgetownRoad, Bethesda, MD 20814
• Hubbs-SeaWorld Research Institute(H-SWRI), 2595 Ingraham,San Diego, CA 92109
❑ Do what you can to help the Arcticright where you live. • Recycle everything you can to help
reduce your energy needs.• Conserve your use of fuel in cars
and for heating and cooling.• Support legislation that helps the
environment locally and globally.• Refuse to buy products that are
made from endangered animals.• Properly dispose of trash and
household chemicals.
A Frontier That Could Disappear
Arctic Animal ShuffleUse the cards on pages 7, 8, and 9 to help your students get started exploring arctic animals. Here are some ideas for ways to use these cards in your classroom:
• Use the facts on the cards to help you prepare lesson plans and lead discussions in class.
• Copy and cut apart the cards. Distribute a different card to each cooperative learn-ing group. Visit the school library to learn more about the animals. Groups mayeven adopt that animal as their “mascot” while working on the Arctic Animals unit.
• Copy and cut apart the cards. Distribute a complete set to each student or group ofstudents. Students compare similarities and differences among various animals.
7
Arctic Animals K–3
©19
98 S
eaW
orld
, Inc
. All
Rig
hts
Res
erve
d.
©19
98 S
eaW
orld
, Inc
. All
Rig
hts
Res
erve
d.
Atla
ntic
puf
finFr
ate
rcu
la a
rctic
a
size
:28
to 3
0 cm
(11–
11.8
in.)
stan
ding
, w
ings
pan
53 to
58
cm (2
0.9–
22.8
in.).
dist
ribu
tion
:N
orth
Atl
anti
c O
cean
pre
y:sm
all f
ishe
s; in
clud
ing
sand
eel
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dsm
all h
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pre
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tors
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eat b
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adul
ts. H
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teal
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and
you
ng
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and
sha
rkSo
mn
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s m
icro
ce
ph
alu
s
size
:m
ore
than
4 m
(13.
1 ft
.)
dist
ribu
tion
:N
orth
Atl
anti
c an
d A
rcti
c O
cean
s
pre
y:va
riou
s fi
sh s
peci
es s
uch
as h
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piny
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lmon
, cha
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elt,
cod
s, a
nd fl
atfi
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tion
to m
arin
e m
amm
als,
mos
t com
mon
ly s
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pre
da
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:no
ne
co
llare
d le
mm
ing
Dic
rost
on
yx t
orq
ua
tus
size
: 10
to 1
1 cm
(3.9
–4.4
in.),
17
to 2
0 g
(0.6
–0.7
oz.
)
dist
ribu
tion
:tu
ndra
reg
ions
of t
he n
orth
ern
hem
isph
ere
die
t:gr
een
part
s of
pla
nts,
occ
asio
nally
bul
bs, r
oots
,an
d m
osse
s
pre
da
tors
:ar
ctic
fox,
sno
wy
owl,
arct
icsk
ua, a
nd s
toat
s.L
emm
ings
form
an
impo
rtan
t par
t of t
hear
ctic
food
cha
in.
arc
tic te
rnSt
ern
a p
ara
disa
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size
:to
38
cm (1
5 in
.) st
and
ing,
w
ings
pan
to 8
1 cm
(31.
9 in
.)
dist
ribu
tion
:ci
rcum
pola
r at
hig
h no
rthe
rn h
emis
pher
e la
ti-tu
des
duri
ng th
e su
mm
er. F
lies
sout
h to
win
ter
alon
g th
e sh
ores
of A
ntar
ctic
a. T
rave
ls a
s fa
r as
36,0
00 k
m (2
2,37
0 m
i.) r
ound
trip
.
pre
y:sm
all f
ishe
s, m
ollu
scs,
and
pel
agic
cru
stac
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pre
da
tors
:Sn
owy
owls
, arc
tic
skua
s, s
toat
s, fo
xes,
and
wea
sels
may
ste
al e
ggs
and
you
ng.
©19
98 S
eaW
orld
, Inc
. All
Rig
hts
Res
erve
d.
©19
98 S
eaW
orld
, Inc
. All
Rig
hts
Res
erve
d.
©1995 SeaWorld, Inc.8
SeaWorld Teacher’s Guideb
ow
hea
dBa
lae
ne
a m
ystic
etu
s
size
: 18
.5 m
(60.
7 ft
.) an
d 10
0 m
etri
c to
ns (2
20,4
00 lb
.)Fe
mal
es g
ener
ally
larg
er th
an m
ales
dist
ribu
tion
:ci
rcum
pola
r in
the
Arc
tic
but u
sual
ly in
the
Ber
ing,
Chu
kchi
, and
Bea
ufor
t Sea
s
pre
y:m
ostl
y pl
ankt
onic
sw
arm
s of
kri
ll an
d o
ther
smal
l cru
stac
eans
pre
da
tors
: no
ne, b
ut h
unte
d b
y hu
man
s
harp
se
al
Ph
oc
a g
roe
nla
nd
ica
size
: to
1.7
m (5
.6 ft
.) an
d 1
30 k
g (2
87 lb
.) M
ales
som
ewha
t lar
ger
than
fem
ales
dist
ribu
tion
:po
pula
tion
cen
ters
in th
e no
rthw
est A
tlan
tic
Oce
an a
roun
d N
ewfo
und
land
pre
y:pe
lagi
c cr
usta
cean
s an
d fis
hes
such
as
cape
lin a
ndhe
rrin
g. D
urin
g th
e su
mm
er th
ey a
lso
feed
on
arc-
tic c
od a
nd p
olar
cod
foun
d at
hig
h la
titud
es.
pre
da
tors
:po
lar
bear
s an
d k
iller
wha
les
©19
98 S
eaW
orld
, Inc
. All
Rig
hts
Res
erve
d.
©19
98 S
eaW
orld
, Inc
. All
Rig
hts
Res
erve
d.
©19
98 S
eaW
orld
, Inc
. All
Rig
hts
Res
erve
d.
©19
98 S
eaW
orld
, Inc
. All
Rig
hts
Res
erve
d.
ring
ed
se
al
Ph
oc
a h
ispid
a
size
:to
1.5
m (4
.9 ft
.) an
d to
70
kg (1
54 lb
.)M
ales
som
ewha
t lon
ger
than
fem
ales
dist
ribu
tion:w
ides
prea
d an
d ab
unda
nt in
arc
tic w
ater
s; th
eybr
eed
and
dig
out b
irth
ing
lair
s in
land
-fas
t ice
.
pre
y:d
epen
din
g on
loca
tion
and
sea
son,
am
phip
ods,
shri
mps
, squ
ids,
cod
s, a
nd s
culp
ins
pre
da
tors
:po
lar
bear
s an
d k
iller
wha
les
be
lug
aD
elp
hin
ap
teru
s le
uc
as
size
: M
ales
to 4
.6 m
(15.
1 ft
.), 1
,500
kg
(3,3
07 lb
.)Fe
mal
es to
4 m
(13.
1 ft
.), 1
,360
kg
(2,9
98 lb
.)
dist
ribu
tion
:A
rcti
c O
cean
and
ad
join
ing
seas
pre
y:pr
imar
ily b
otto
m-d
wel
ling
anim
als
such
as
flou
nder
, oct
opus
es, c
rabs
, shr
imps
, cla
ms,
snai
ls, a
nd s
and
wor
ms
pre
da
tors
: ki
ller
wha
les
and
pol
ar b
ears
©1995 SeaWorld, Inc. 9
Arctic Animals K–3
©19
98 S
eaW
orld
, Inc
. All
Rig
hts
Res
erve
d.
wa
lrus
Od
ob
en
us
rosm
aru
s
size
: M
ales
to 3
.6 m
(11.
8 ft
.) an
d 1,
700
kg (3
,748
lb.)
Fem
ales
to 3
.1 m
(10.
2 ft
.) an
d 1,
250
kg (2
,756
lb.)
dist
ribu
tion
:ci
rcum
pola
r with
dis
tinct
pop
ulat
ions
con
cent
rate
din
the
Beri
ng, C
hukc
hi, a
nd L
apte
v Se
as a
ndar
ound
nor
thea
ster
n C
anad
a an
d G
reen
land
pre
y:
mol
lusc
s, m
ainl
y bi
valv
es s
uch
as c
lam
s
pre
da
tors
:Po
lars
bea
rs a
nd k
iller
wha
les
prey
on
youn
g an
d in
jure
dad
ults
.
po
lar b
ea
rU
rsu
s m
arit
imu
s
size
:M
ales
to 3
m (9
.8 ft
.) an
d to
650
kg
(1,4
33 lb
.)Fe
mal
es to
2.5
m (8
.2 ft
.) an
d 2
50 k
g (5
51 lb
.)
dist
ribu
tion
:ci
rcum
pola
r A
rcti
c
pre
y:m
ostl
y ri
nged
and
bea
rded
sea
ls, a
lso
harp
and
hood
ed s
eals
and
the
carc
asse
s of
bel
uga
wha
les,
wal
ruse
s, n
arw
hals
, and
bow
head
wha
les
pre
da
tors
:no
ne
©19
98 S
eaW
orld
, Inc
. All
Rig
hts
Res
erve
d.
©19
98 S
eaW
orld
, Inc
. All
Rig
hts
Res
erve
d.
©19
98 S
eaW
orld
, Inc
. All
Rig
hts
Res
erve
d.
Atla
ntic
co
dG
ad
us
mo
rhu
a
size
:to
1.8
m (5
.9 ft
.) an
d to
91
kg (2
01 lb
.)
dist
ribu
tion
:A
rcti
c O
cean
sou
th to
Vir
gini
a
pre
y:m
ollu
scs,
cru
stac
eans
, bot
tom
pla
nts
pre
da
tors
:fi
shes
, wha
les,
sea
ls
narw
hal
Mo
no
do
n m
on
oc
ero
s
size
:to
4.5
m (1
4.8
ft.)
and
1,5
00 k
g (3
,300
lb.)
Mal
es u
sual
ly la
rger
than
fem
ales
dist
ribu
tion
:ci
rcum
pola
r in
the
Arc
tic
abov
e 65
°N la
titu
de
pre
y:sq
uid
, pol
ar c
od, b
otto
m-d
wel
ling
fish
, and
cr
usta
cean
s
pre
da
tors
:oc
casi
onal
ly k
iller
wha
les;
pol
ar b
ears
may
feed
on c
arca
sses
©1995 SeaWorld, Inc.10
SeaWorld Teacher’s Guide
OBJECTIVE
Students will identify the ocean andcountries of the arctic region.
1. Distribute colored pencils or markersand copies of the map on page 11.
2. Using the atlas or map of the Arctic,have students write the names of thecountries within the Arctic Circle.Teachers of younger students maywant to prewrite the names andhave students trace letters.
3. Have students identify and color theArctic Ocean blue. Color each coun-try a different color.
4. Students cut out their colored maps.They glue them on the bottom of apaper plate.
5. Punch a hole on opposite sides of thepaper plate rim. Have studentsthread yarn through holes and tie.
Polar Caps
MATERIALS
❑ atlas, globe, or map showing the Arctic
❑ color pencils or markers
❑ glue
one set per student:
❑ 9" paper plate
❑ two 8" yarn strings
❑ copy of map on page 11
BACKGROUND
The Arctic lies at the top of the world and includes the North Pole. Scientists use the 66° 33" north latitude line to define the Arctic Circle. The Arctic region includes sevencountries—Canada, Finland, Greenland, Norway, Sweden, Russia, and the United States.The North Pole sits on permanently frozen ocean water, not on land. In fact, more thanhalf the “land” of the Arctic is frozen ice moving across the surface of the Arctic Ocean.
ACTION
6. Students can now put on their polarcaps. You may want to take yourcaps for a walk. Try this song (to thetune of the “Military March”) andthese hand motions (in italics) as youparade around the room:
Look at my polar cap on my head.(POINT TO TOP OF HEAD.)
It’s the Arctic, so it’s said. (WAG FINGER.)
Land of ice and rain and snow.(SHIVER.)
Let’s name the animals that we know.
Beluga whales swim in the sea.(SWIM.)
Puffins fly on the breeze. (FLY.)Polar bears prowl on the land.
(CRAWL.)And walruses wallow in the sand.
(WIGGLE ON THE FLOOR.)
Bea
ufor
tS
ea
Am
ur
River
Sea of
Okh
otsk
Ber
ing
Sea
Gul
f of A
lask
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Baf
fin B
ay
Chu
kchi
Sea
Yu
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n
Ri v e r
AR
CT
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RC
LE
Hud
son
Bay
Rive
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ague
nay
No
rth
Po
le
Arc
tic
Oc
ea
n
ICELAND
☞
☞ ☞
©19
95 S
ea W
orld
, Inc
. All
Rig
hts
Res
erve
d.©
1998
Sea
Wor
ld, I
nc. A
ll R
ight
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ved
.
©1998 SeaWorld, Inc.12
SeaWorld Teacher’s Guide
OBJECTIVE
Students will review their knowledge of time and clocks during imaginary seal watching.
1. Copy and distribute the Diving Timefunsheet and pencils to students.
2. For reading students: Choose one tofour students to read the story at thetop of the page. As times are read,have students pick out the correcttime on the 3" x 5" card. Discuss anyquestion students might have aboutthe story.
For non-reading students: Read thestory to them as they follow alongon their paper. As a time is read, askstudents to pick the card with thecorrect time. Or show the time onthe clock teaching tool.
3. Ask students to answer questions.Students can write answers on theboard and tell how they found theanswer. Younger students can move
Seal Scientist
MATERIALS
❑ Diving Time funsheet on page 13
❑ clock teaching tool with movablearms (available at most educationsupply stores)
❑ 3" x 5" cards with one of the following written on each: 9 a.m., 9:10 a.m., 9:25 a.m., and10:44 a.m.
❑ pencils
❑ enlarged image of the ringed sealanimal card on page 8 or colorphoto of a ringed seal from bookor magazine. National Geographic189 (1), July 1991, p. 30 has one.
BACKGROUND
Scientists in the Arctic study a seal’sbreathing pattern by waiting on the icebeside a seal’s “breathing hole.” This isthe place where seals come up to thesurface to take a breath of air. Often the hole is no larger than the size of aseal’s neck.
ACTION
the hands on the clock teaching tooland count minutes. Students copyanswers on their worksheets.
4. After answering questions, ask students to make believe they are scientists. What will happen in theafternoon? Students can also draw apicture of themselves and the seal atthe research camp.
DEEPER DEPTHS
Watch a dog or cat or any otheranimal’s movements. Have students draw or write what theysee. Can students determine a pattern? Share the results with the class.
My Day on the Ice
It was May 1 and the weather was mild, a warm 1.6°C (35°F). I picked upmy folding chair and walked a short distance from the research camp ontothe ice. I looked at my watch. It was 9 a.m. I began my study of seals.
As I walked toward the hole in the ice, a ringed seal rolled over and slippedinto the water. I set up my chair, sat down, and waited quietly. At 9:10 a.m.the seal peeked through the hole to look at me, but slipped back into thewater. I picked up my chair and moved back. At 9:25 a.m. the seal came outonto the ice. It stayed on the ice until 10:44 a.m. Then it dove and stayedunder water for 10 minutes. The next time I saw the seal, it took a quickbreath and dove again. My watch showed 10:55 a.m. I was getting cold. Iwalked back to the research camp for a hot chocolate.
Questions
What time did you start your study? ____________ a.m.
What time did you end your study? _____________a.m.
How long did you stay to study the seal? _________ minutes (_____ hrs. _______ min.)
How long did the seal stay under water the first time? _____________ minutes
How long did the seal stay under water the second time? _____________ minutes
How long did the seal stay under water the third time? _____________ minutes
How long did the seal stay under water during the study time? __________ minutes
How long did the seal stay on top of the ice during the study time? __________ minutes
•
©1998 SeaWorld, Inc. All Rights Reserved.
Seal Scientist
12
6
9 3
©1998 SeaWorld, Inc.14
SeaWorld Teacher’s Guide
OBJECTIVE
Students will discover some of the necessary equipment a polar exploreruses on an expedition to the Arctic.
1. Divide students into two teams.
2. Set safety cones at least 9 m (30 ft.)apart from each other to designatetwo end lines.
3. Have each team stand in a line (sin-gle file) behind a safety cone on thesame side.
4. Near the opposite pylon, line upgear in the following order: hat, gog-gles, scarf, jacket, mittens, backpack,water bottle, lunch box, compass,map, first aid kit, boots. Each line ofgear should have one of these items.
5. Tell students this game is a relayrace. The object is to put on or carryall the gear past the finish line.
Polar Explorer Relays
MATERIALS
❑ four orange safety cones
two of each:
❑ winter knit hat
❑ ski goggles
❑ snow jacket
❑ pair of snow boots
❑ scarf
❑ water bottle
❑ lunch box
❑ pair of mittens
❑ compass
❑ backpack
❑ first aid kit (bandages)
❑ map
BACKGROUND
To survive in the harsh cold of the arcticenvironment, polar explorers needwarm clothes, water, a nutritious diet,and emergency first aid for frostbiteand hypothermia. Being properlyequipped and prepared for all weatherconditions can mean the differencebetween survival or injury and death.
ACTION
6. At GO!, each first student runs to theopposite cone, puts on the hat, runsback, and gives the hat to the nextperson in the team line. The nextteam member puts on the hat, runsto the equipment line at the oppositecone, puts on the goggles, runs backto the team, and gives both the hatand goggles to the next team mem-ber. The relay race continues untilthe last player in one of the lines iswearing all the items, and crossesthe finish line to win.
7. Work with students to create a list ofother items an arctic explorer wouldneed on a trip to the North Pole.
©1998 SeaWorld, Inc. 15
Arctic Animals K–3
OBJECTIVE
Students will investigate the densities of fresh water and salt water and willobserve how fresh water floats on top of salt water.
1. Fill the bottom half of the plasticsoda bottle with water. Fill the 2-oz.food jar with water.
2. Add about 2 tablespoons of salt tothe water in the plastic soda bottle.
3. Add 4 drops of blue food coloring tothe water in the 2-oz. food jar.
4. Carefully place plastic wrap over topof food jar.
5. Holding the plastic wrap and the topof the jar, carefully lower the food jarinto salty water in the soda bottle.Once the jar is settled on the bottom,
Fresh Floats
MATERIALS
one set per student group:
❑ one 2-liter plastic soda bottle, cutin half, or a clear plastic tub
❑ one 2-oz. food jar (like those forpimentos or baby food)
❑ salt
❑ water
❑ blue food coloring
❑ 4" x 6" sheet of plastic wrap
BACKGROUND
The movement of water in the ocean is not only driven by winds and the turn of theearth, but also by masses of cold, salty water formed at the poles that sink to the oceanfloor. As sea water freezes in the Arctic, the salt is “squeezed out.” The newly frozen icefloe is mostly fresh water that floats. The ocean water beneath the ice floe has becomeslightly saltier and more dense. This heavier water sinks to the ocean floor and flows tothe equator. As this water slowly sinks, other surface water replaces it. The cyclerepeats itself as more surface water freezes. Fresh water returns to the ocean as ice floesmelt or rain falls.
DEEPER DEPTHS
Students may want to try thisexperiment with variations. Trywater of different temperatures,water with more or less salt, waterin the bottle and jar that is bothfresh or both salt, or ice coloredwith blue food coloring.
ACTION
slowly lift the plastic wrap off. Thefresh blue water should rise to floaton top of the salty water.
©1998 SeaWorld, Inc.16
SeaWorld Teacher’s Guide
OBJECTIVE
Students will learn that ringed seals diglairs under the snow as a place to givebirth to their young.
1. Distribute a sheet of white construc-tion paper to each student. Havestudents fold paper in half so thatthe two short ends meet. Staple ittogether on the sides. Leave the endopposite the fold open.
2. Have students rip small semi-circlepieces off the top one half inch oftheir papers (open end) to give theeffect of snow drifts. Students mayrip one layer at a time. Save paperscraps.
3. Have students tear a small door inthe top paper layer, close to the fold,so that the door swings open andshut. This will expose the lair.
4. To make more snow drift images, teara “wave” pattern along an edge of
Pop-up Seal Pup
MATERIALS
one set per student:
❑ 6" x 8" white construction paper
❑ one white cotton ball
❑ one cotton swab
❑ 8-1/2" x 11" photocopier paper
for group:
❑ colored chalk
❑ glue
❑ staplers
❑ black paint
BACKGROUND
To help protect their young from coldweather and predators, ringed sealsbuild lairs under snow drifts. Femaleringed seals give birth in March orApril, usually to one pup. The pupstays in the lair for about six weeks,drinking mother’s milk and growingstronger. The pup lives on its own afterabout two months; able to swim andcatch small fish.
ACTION
the photocopy paper. Lay the tornpaper pattern on top of the whiteconstruction paper. Rub the flat sideof the chalk over the paper-edge pat-tern so that the reverse image showson the construction paper. Move thetorn photocopy paper as needed tocreate overlapping snow drifts.
5. Place three or four staples aroundthe lair opening (be careful not tostaple door shut). Use scraps ofpaper to stuff the insides of the construction paper envelope. Stapletop shut.
6. Distribute swabs, cotton balls, andpaint. Glue cotton ball in lair open-ing. Dip swab into paint and touchto cotton ball to make eyes and nose.
©1998 SeaWorld, Inc. 17
Arctic Animals K–3
OBJECTIVE
Students will learn how different cultures view their world and namewhat they see.
1. Talk with students about differentwords they use in their home. Somefamilies call a sofa a couch. Or abathroom a lavatory. IntroduceInuits and where they live. Discusshow important snow must be to them.
2. Use the words above to write or tell astory of an Inuit’s day. What kind ofsnow would an Inuit melt to get adrink of water? What kind would heuse to build a shelter? What kindwould she brush off her clothes?
3. Have students draw a picture oftheir story.
Snow Talking
MATERIALS
❑ picture book of Inuits or otherpolar peoples (see Bibliographyon page 24)
❑ pencils
❑ writing paper
❑ crayons, markers
BACKGROUND
Most Inuits live in a world covered with ice and snow for at least nine months a year.The English language has only a few words like powder and slush for different kinds ofsnow. The Inuit language has 14 different words. Each word describes a form of snowor snow object. Distinguishing different kinds of snow is important for traveling, forhunting animals, and for building shelters.
snow that is spread out—aput snow like salt—pokaktoksnow block for building—auverk snow mixed with water—massakdrifting snow—perksertok newly drifted snow—akelrorakfirst snow fall—apingaut snow on clothes and boots—ayaksnow for melting into water—aniuk, anio snow is soft—mauyaksnow that is hard—sitidlorak it snows—kannertoksnow house—iglu snow knife—panar
ACTION
Dog sleds often run best on sitidlorak or snow that is hard.
©1998 SeaWorld, Inc.18
SeaWorld Teacher’s Guide
OBJECTIVE
Students will investigate how ice expandswhen freezing and how powerful thatexpansion can be.
1. Fill the plastic glasses to the rim withwater. Ask students to predict whatwill happen when the water freezes.
2. Freeze the water in the plastic glasses overnight and examine thenext day. Did the water expand? Arethere differences in the way waterfroze in the three glasses?
3. Now fill the container to the rimwith water. Place the plastic sheetover the mouth of the plastic con-tainer. Ask students to predict howmuch weight will be needed to keepthe frozen water from expanding outof the container’s mouth. Have stu-dents add that weight to the top ofthe container.
4. Freeze water in the plastic containerovernight. Did the students predict
Ice Power
MATERIALS
❑ three plastic drinking glasses
❑ plastic container with a widemouth
❑ stiff plastic sheet to cover themouth of the container
❑ various objects of known weight
❑ water
❑ freezer
BACKGROUND
As water freezes, the molecules move from a free-form flowing structure to a static lattice structure. The lattice structure takes up more space, so water expands as itchanges from a liquid to a solid. Under laboratory conditions at a temperature of -22°C(-7.6°F), the pressure of freezing and expanding water is about 55 tons per square foot.This is enough pressure to burst the water pipes typically found in many family homes.
DEEPER DEPTHS
Different liquids have differentfreezing temperatures. Try freez-ing a variety of liquids. Useorange juice to make popsicles.Or try oil or very salty water. Dothese make popsicles too? Youmight also want to try inedibleitems such as rubbing alcoholand glycerin. Ask students if theyknow how antifreeze works in acar radiator.
ACTION
the weight on top of the containercorrectly? If not, try experimentagain with students predicting again.
©1998 SeaWorld, Inc. 19
Arctic Animals K–3
OBJECTIVE
Students will investigate the effects oftemperature on growing plants.
1. Have students predict what willhappen to the growing beans if oneset of five is sprouted in the warmroom and another set of five issprouted in the refrigerator.(Students may want to sprout beansinside a cabinet to eliminate theeffect of light.)
2. Assemble the two sprouting packagesin exactly the same way. Dampen twoor three paper towels, place fivebeans in paper towels, wrap loosely,and slip into one plastic bag.
3. Put one sprouting package in therefrigerator and another somewherein the classroom or inside a cabinet.
4. Check the sprouting packages eachday. Record the growth of the beansby writing a descriptive paragraph
The Hold of the Cold
MATERIALS
❑ 10 dried lima bean seeds
❑ paper towels
❑ two plastic bags
❑ water
❑ refrigerator
BACKGROUND
In the Arctic, temperatures often drop below 0°C (32°F), and cold winds lower surfacetemperatures even more. Many plants have only three months to sprout, grow, andproduce seeds for the next summer. Timing is critical. Often, plants that sprout earlydie because of cold spring weather.
DEEPER DEPTHS
Ask students if they think someplants are adapted to sprout incolder weather. Discuss whichplants grow first in spring. Whatplants grow later? Repeat theexperiment again using the seedsof early growing and late growingplants. Do some sprout betterthan others?
ACTION
or drawing pictures. Discuss resultsafter five or six days. Students maywant to plant sprouted beans andgrow plants in the classroom win-dow sill. Is there a difference ingrowth rate now too?
©1998 SeaWorld, Inc.20
SeaWorld Teacher’s Guide
OBJECTIVE
Students will gain an understanding ofanimal interaction and the role of camou-flage in the dynamics of an ecosystem.
1. Mark a clear area of carpet or grasswith safety cones, at least 6 m (20 ft.) square.
2. Divide students into four groups. Askstudents to choose partners withintheir group. Students can name theirgroup after an arctic animal.
3. While students aren't watching, dis-tribute the pieces of yarn evenlyinside the area marked by the safetycones.
4. Have students gather around theoutside of the marked area and dis-cuss the difference in colors. Canthey spot some colors easier thanothers?
5. Explain that they are hungry ani-mals, and the yarn is food. Each
What’s for Dinner?
MATERIALS
❑ 3" pieces of yarn in five colors:brown, red, green, blue, andwhite; 30 pieces each
❑ four orange safety cones
❑ copies of What's for Dinner?funsheet on page 21
❑ books and magazines showingpictures of animal camouflage
❑ stop watch
❑ pencils
BACKGROUND
Many animals in the Arctic changecolor with the seasons. Arctic foxes,weasel-like stoats, snowshoe hares, andptarmigans change the color of their furor feathers from brown in the summerto white in the winter. This camouflagehelps them hide from predators andsneak up on prey. In winter, white col-ors blend in with the snow while in thesummer dark colors blend with rocksand soil.
ACTION
group will hunt separately (group 1to go first). Group partners need todecide who will hunt and who willstay home to hold the food.
6. Hunters have 30 seconds to pick upyarn pieces one at a time. Huntersmust bring a yarn piece back homebefore hunting another one.
7. After each group hunts, record thecolor and number of yarn pieces onthe What's for Dinner? funsheet.
8. At the end of a session, compare colors and numbers among the fourgroups. Did some colors get eatenbefore others? Did other colors notget caught? Did group 1 gather morefood than group 4?
co
lor
gro
up
1g
rou
p 2
gro
up
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rou
p 4
©19
98 S
eaW
orld
, Inc
. All
Rig
hts
Res
erve
d.
Wha
t's fo
r Din
ner?
brow
n
red
gree
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blue
whi
te
©1998 SeaWorld, Inc.22
SeaWorld Teacher’s Guide
OBJECTIVE
Students will learn how animals areinterconnected with the arctic ecosystem and how humans impactthese interrelationships.
1. Ask students to name some animalsthat they know live in the Arctic. Asthey suggest names, either show animal cards or pictures from magazines.
2. Once you have about 10 animals, askstudents who eats what. Try toarrange animals on the floor or atable so students can see the connec-tions (older students may work ingroups to do this).
3. Once you get the connectionsdefined, paste or staple images on abulletin board. Have students tie ortape yarn to show which animal eatswhat prey. Some animals have morethan one prey item.
Web Connection
MATERIALS
❑ colored markers or crayons
❑ yarn
❑ copies of animal cards on pages 7to 9
❑ copies of illustrations on page 23
BACKGROUND
Wherever animals live, they depend on either plants or other animals for food. Oneway of showing the connection between animals is by diagraming a food chain or a foodweb. An arctic food chain might include a harp seal that eats a cod. In turn, a polar bearmight eat the harp seal. A food web might also include a polar bear, but the diagramshows many prey items—harp seals, ringed seals, bearded seals. The food web wouldalso expand to show prey items for all the seals. A food web weaves together manystraight line food chains.
DEEPER DEPTHS
Older students may want to doposter reports on how humans usethe Arctic. Reports could focus onfishing, raising caribou, mining, orhunting wildlife.
ACTION
4. Use the images on page 23 to intro-duce humans. What do we eat orharvest? How do we fit into theecosystem?
oil rig
steel spring trap
hunting rifle
trash pile
whaling boat
fishing boat
©1998 SeaWorld, Inc. All Rights Reserved.
©1998 SeaWorld, Inc.24
SeaWorld Teacher’s Guide
BibliographyAlexander, Bryan and Cherry. The Vanishing Arctic. New York: Facts On File, Inc., 1997.
Berger, Melvin. Life in the Polar Regions. New York: Newbridge Communication, Inc., 1994. Carlton, Ray G. and M.G. McCormick-Ray. Wildlife of the Polar Regions. New York:
Chanticleer Press, Inc., 1981.Melham, Tom. Alaska’s Wildlife Treasures. Washington, D.C.: National Geographic Society, 1994. SeaWorld Education Department. Beluga Whales. San Diego: SeaWorld Education
Department Publications, 1995.* SeaWorld Education Department. Polar Bears. San Diego: SeaWorld Education Department
Publications, 1998.*SeaWorld Education Department. Walruses. San Diego: SeaWorld Education Department
Publications, 1994.* Stirling, Ian. Polar Bears. Ann Arbor: The University of Michigan Press, 1988.Stonehouse, B. Polar Ecology. New York: Chapman and Hall, 1989.Young, Steven B. To the Arctic: An Introduction to the Far Northern World. New York: John
Wiley & Sons, 1989.
Books for Young ReadersBailer, Darice. Puffins Homecoming: The Story of an Atlantic Puffin. Norwalk, Connecticut:
Soundprints, 1993. Darling, Kathy. Arctic Babies. New York: Walker and Company, 1996.de Beers, Hans. Little Polar Bear. New York: North-South Books, 1987 (fiction).Ekoomiak, Normee. Arctic Memories. New York: Henry Holt, 1988.Hayles, Karen and Charles Fuge. Whale is Stuck. New York: Simon & Schuster Books for
Young Readers, 1992 (fiction).Kusugak, Michael Arvaarluk. My Arctic 1, 2, 3. New York: Annick Press Ltd., 1996.Matthews, Downs. Arctic Summer. New York: Simon & Schuster Books for Young Readers, 1993.Matthews, Downs. Harp Seal Pups. New York: Simon & Schuster Books for Young Readers, 1997.Matthews, Downs. Polar Bear Cubs. New York: Simon & Schuster Books for Young Readers, 1989.Rice, Hugh R. Flip Flop. Katonah, New York: Richard C. Owen Publishers, Inc., 1998 (walrus).Ryder, Joanne. White Bear, Ice Bear. New York: Mulberry, 1989.Tracqui, Valérie. The Polar Bear. Master of the Ice. Watertown, Massachusetts: Charlesbridge
Publishing, 1994.Weller, Dave and Mick Hart. Arctic & Antarctic.The Changing World. San Diego, California:
Thunder Bay Press, 1996.Yolen, Jane. Welcome to the Ice House. New York: G.P. Putnam’s Sons, 1998.Yue, Charlotte and David. The Igloo. Boston: Houghton Mifflin, 1988.
VideotapesShamu TV presents. Arctic Adventures, 1997. Cool Critters, 1998.*Books available through the SeaWorld Adventure Park nearest you. Videotapes available through SeaWorld San Diego. Call for prices.
Note: Contact the SeaWorld park nearest you for a free comprehensive marinelife bibliography.
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