Arctic Animals A Teachers Guide.

8/13/2019 Arctic Animals A Teachers Guide.

1/24

Arctic AnimalsK3 Teachers Guide

A SEAWORLD EDUCATION DEPARTMENT PUBLICATION

CONTENTS

Goals and Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

The ArcticSitting at the Top of the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Life in the Deep Freeze . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

A Frontier That Could Disappear . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Arctic Animals Shuffle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Polar Caps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Seal Scientist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Polar Explorer Relays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Fresh Floats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Pop-up Seal Pup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Snow Talking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Ice Power . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

The Hold of the Cold . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Whats For Dinner? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Web Connection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Pre/Post Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . inside back cover

National Science Education Standards Connections . . . . . . . . . . . . . . .inside back cover

To the Teacher

TheArctic Animals Teachers Guide for grades K3 was developed at SeaWorld to help

you teach your studentsin an active, hands-on wayabout 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 curriculumsupports 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.


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1998 SeaWorld, Inc.2

SeaWorld Teachers Guide

Goals of the Arctic Animals Unit

Students will explore the natural history of the Arctic and recognize that humansare an interconnected part of this ecosystem.

Objectives

After completing the SeaWorld Arctic Animals unit, the student will be able to1. 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 arcticenvironment.

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 theirhome.

7. Express a concern for how human activities may impact the arcticenvironment 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 anenvironment 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.


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BeaufortSea

Amu r R

iver

Sea ofOkhotsk

Bering Sea

Gulf of Alaska

Gulf of St.Lawrence

Baffin Bay

Chukchi Sea

St

.Law

ren

ce

Riv

er

Yukon Ri

v

e

r

CANADA

ALASKA

66

33"

north

lati

tude

AR

CT

I C C I R

C L E

Hudson Bay

Riv

er

Sagu

enay

Nor th Po le

RUSSIA

GREENLAND

Arct ic Ocean

NORWAYS

WEDENFI

NLA

ND

ICELAND

tundrapermanent iceover land

permanent iceover water

forests andother lands

1998 SeaWorld, Inc. 3

Arctic Animals K3

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 thatclutters the ocean.

prey an animal eaten by anotheranimal.

predator an animal that eats anotheranimal.

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 the

frozen lands of the Arctic.


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The ArcticSitting at the Top of the World

The Arctic is the northernmost part ofthe earth.

The Arctic Circle rings the globe at66 33" north latitude. North of thisimaginary line lie the frozen lands ofthe Arctic. Seven countries share theArcticCanada, 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 spring

and summer. The resulting cold, soggy,soil allows plants to grow and animals

to graze.

Its cold in the Arctic.Ocean water temperatures often staybelow the freezing point of fresh water(0C or 32F). Dissolved salts and con-stant movement of the water keep itfrom freezing solid.

On land, air temperatures averageonly 10C (50F) during the warmestmonths. During the winter, weather canbe severe, with the temperatures fallingto -70C (-94F). Strong winds can droptemperatures more. The annual snowfallcompares to the snowfall of Chicago;about 30 to 60 cm (1224 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 hours

dark, but in June some days may be 24hours light.

Portage Glacier in

the Kenai Peninsula

of southern Alaska

slowly moves down

the mountainside,

releasing decades-

old ice and snow

to the sea.


5/24

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.


Arctic Animals K3

Plants cling to ice and frozen ground.

Microscopic plants called diatoms live

under 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 two

months. 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 thetundra. Polar bears prowl the ice. Birdssuch as ptarmigans and snowy owls

live 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 these

walruses, have a think layer of blubber that

helps retain body heat in cold ocean water.

The red fox and other land predators use

keen senses of smell and hearing to find

lemmings and other prey.


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The Arctic plays a critical role inglobal 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 todays technology

gives people easier access to this fragilehabitat. Natural resources like gas, oil,and coal attract developers.

Future success depends on wise useof 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 construction

sites 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, the

Arctic needs protection. You can help.Heres 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., 7970D Old Georgetown

Road, 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 helpreduce your energy needs.

Conserve your use of fuel in carsand for heating and cooling.

Support legislation that helps theenvironment locally and globally.

Refuse to buy products that aremade from endangered animals.

Properly dispose of trash andhousehold 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.


7/24

7

Arctic Animals K3

1998SeaWorld,Inc.AllRightsReserved.

19


Atlanticpuffin

Fraterculaarctic

a

size:

28

to30cm(1111.8in.)standing,

wingspan53to58cm(20.922.8

in.).

distribution:NorthAtlanticOcean

prey:

sm

allfishes;including

sandeels,

sprats,

capelin,

an

d

sm

allherring

predators:

greatblack-backed

gu

llspreyon

ad

ults.Herring

gu

llsandlesser

black-backedgullssteal

eg

gsandyoung

greenlandshark

Somniosusmicro

cephalus

size:

morethan4m(13.1ft.)

distribution:NorthAtlanticandArcticOcea

ns

prey:

va

riousfishspeciessuchasherring,spinyeels,

sa

lmon,c

har,smelt,cods,andflatfishinaddi-

tio

ntomarinemammals,most

commonlyseals

predators:

no

ne

collaredlemming

Dicrostonyxtorquatus

size:

10to11cm

(3.94.4in.),17to20g(0.60.7oz.)

distribution:tundraregionsofthenorthernhemisp

here

diet:

greenpar

tsofplants,occasionallybulbs,roots,

andmoss

es

predators:

arcticfox,snowyowl,arctic

skua,and

stoats.

Lemming

sforman

importantpartofthe

arcticfoodchain.

arctictern

Sternaparadisaea

size:

to38cm(15in.)standing,

wingspan

to81cm(31.9in.)

distribution:circumpo

larathighnorthernhemisphe

relati-

tudesdur

ingthesummer.Fliessouthtowinter

alongthe

shoresofAntarctica.Travelsasfaras

36,000km

(22,370mi.)roundtrip.

prey:

smallfish

es,molluscs,andpelagiccrustaceans

predators:

Snowyow

ls,arcticskuas,stoats,foxes,and

weaselsmay

stealeggs

and

young.


8/24



bowhead

Balaeneamysticetus

size:

18.5m(60.7ft.)and100metrictons(22

0,400lb.)

Femalesgenerallylargerthanmales

distribution:circumpo

larintheArcticbutusuallyinthe

Bering,C

hukchi,andBeaufortSeas

prey:

mostlyplanktonicswarmsofkrilland

other

smallcru

staceans

predators:

none,buthuntedbyhumans

harpseal

Phocagroenlandica

size:

to

1.7m(5.6ft.)and130kg(287

lb.)

Malessomewhatlargerthanfemales

distribution:po

pulationcentersinthenorth

westAtlantic

OceanaroundNewfoundland

prey:

pe

lagiccrustaceansandfishessuchascapelinand

he

rring.Duringthesummerthe

yalsofeedonarc-

tic

codandpolarcodfoundath

ighlatitudes.

predators:

po

larbearsandkillerwhales



ringedseal

Phocahispida

size:

to

1.5m(4.9ft.)andto70kg(154lb.)

Malessomewhatlongerthanfe

males

distribution:wi

despreadandabundantinarc

ticwaters;they

breedanddigoutbirthinglairsinland-fastice.

prey:

de

pendingonlocationandseas

on,amphipods,

shrimps,squids,cods,andsculpins

predators:

po

larbearsandkillerwhales

beluga

Delphinapterusleucas

size:

Malesto4.6m(15.1ft.),1,500kg(3,307

lb.)

Femalesto4m(13.1ft.),1,360kg(2,998

lb.)

distribution:ArcticOceanandadjoiningseas

prey:

primarily

bottom-dwellinganimalssu

chas

flounder,octopuses,crabs,shrimps,clams,

snails,an

dsandworms

predators:

killerwh

alesandpolarbears


9/24


Arctic Animals K3


walrus

Odobenusrosmarus

size:

M

alesto3.6m(11.8ft.)and1,70

0kg(3,748lb.)

Fe

malesto3.1m(10.2ft.)and1,250kg(2,756lb.)

distribution:circumpolarwithdistinctpopulationsconcentrated

in

theBering,C

hukchi,andLaptevSeasand

aroundnortheasternCanadaandGreenland

prey:

molluscs,mainlybivalvessuch

asclams

predators:

Po

larsbearsandkillerwhales

pr

eyonyoungandinjured

ad

ults.

polarbear

Ursusmaritimus

size:

M

alesto3m(9.8ft.)andto650

kg(1,433lb.)

Fe

malesto2.5m(8.2ft.)and250kg(551lb.)

distribution:circumpolarArctic

prey:

mostlyringedandbeardedseals,alsoharpand

ho

odedsealsandthecarcasses

ofbelugawhales,

walruses,narwhals,and

bo

wheadwhales

predators:no

ne


Atlanticcod

Gadusmorhua

size:

to1.8m(5.9ft.)andto91kg(201lb.)

distribution:ArcticOceansouthtoVirginia

prey:

molluscs

,crustaceans,bottomplants

predators:

fishes,w

hales,seals

narwhal

Monodonmonoceros

size:

to4.5m(14.8ft.)and1,500kg(3,300lb.)

Malesusuallylargerthanfemales

distribution:

circumpo

larintheArcticabove65Nlatitude

prey:

squid,po

larcod,bottom-dwellingfish

,and

crustacea

ns

predators:

occasionallykillerwhales;polarbears

mayfeed

oncarcas

ses


10/24



OBJECTIVE

Students will identify the ocean and

countries 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 the66 33" north latitude line to define the Arctic Circle. The Arctic region includes sevencountriesCanada, 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.)

Its the Arctic, so its said.(WAG FINGER.)

Land of ice and rain and snow.

(SHIVER.)Lets 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.)


11/24

Beaufort

S

ea

Am

ur

River

Seaof

Okhotsk B

eringS

ea

GulfofAlaska

BaffinBay

ChukchiSea

Yuk

on

Riv e

r

AR

CT

I

C

C

I

R

C

L

E

HudsonBay

Riv

e

r

Sa

guenay

North

Pole

Arctic

Ocean

ICELAND


12/24



OBJECTIVE

Students will review their knowledgeof 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, ask

students 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 thefollowing 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 color

photo of a ringed seal from bookor magazine. National Geographic189 (1), July 1991, p. 30 has one.

BACKGROUND

Scientists in the Arctic study a sealsbreathing pattern by waiting on the icebeside a seals breathing hole. This isthe place where seals come up to thesurface to take a breath of air. Oftenthe hole is no larger than the size of aseals neck.

ACTION

the hands on the clock teaching tooland count minutes. Students copy

answers on their worksheets.4. After answering questions, ask

students to make believe they arescientists. 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 otheranimals movements. Havestudents draw or write what theysee. Can students determine apattern? Share the results withthe class.


13/24

My Day on the Ice

It was May 1 and the weather was mild, a warm 1.6C (35F). I picked upmy folding chair and walked a short distance from the research camp onto

the 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 quick

breath 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


14/24



OBJECTIVE

Students will discover some of thenecessary 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 up

gear 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 difference

between 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.


15/24


Arctic Animals K3

OBJECTIVE

Students will investigate the densitiesof fresh water and salt water and will

observe how fresh water floats on topof 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 to

the water in the 2-oz. food jar.4. Carefully place plastic wrap over top

of 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.


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Arctic Animals K3

OBJECTIVE

Students will learn how differentcultures view their world and name

what 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 beto them.

2. Use the words above to write or tell astory of an Inuits 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 outaput snow like saltpokaktoksnow block for buildingauverk snow mixed with watermassakdrifting snowperksertok newly drifted snowakelrorakfirst snow fallapingaut snow on clothes and bootsayaksnow for melting into wateraniuk, anio snow is softmauyaksnow that is hardsitidlorak it snowskannertoksnow houseiglu snow knifepanar

ACTION

Dog sleds often run best on

sitidlorak or snow that is hard.


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OBJECTIVE

Students will investigate how ice expandswhen freezing and how powerful that

expansion can be.

1. Fill the plastic glasses to the rim with

water. Ask students to predict whatwill happen when the water freezes.

2. Freeze the water in the plasticglasses 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 containers 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 staticlattice 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 -22C(-7.6F), 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. Use

orange 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 container

correctly? If not, try experimentagain with students predicting again.


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Arctic Animals K3

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 warm

room 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 0C (32F), and cold winds lower surfacetemperatures even more. Many plants have only three months to sprout, grow, and

produce 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 and

grow plants in the classroom win-dow sill. Is there a difference ingrowth rate now too?


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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 grass

with 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

Whats 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 frompredators andsneak up onprey. 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 1

to 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, comparecolors and numbers among the fourgroups. Did some colors get eatenbefore others? Did other colors notget caught? Did group 1 gather morefood than group 4?


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color

group1

group2

group3

group4

What'sforDinner?

brown

red

green

blue

white


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OBJECTIVE

Students will learn how animals areinterconnected with the arcticecosystem and how humans impactthese interrelationships.

1. Ask students to name some animalsthat they know live in the Arctic. Asthey suggest names, either showanimal cards or pictures frommagazines.

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 afood chain or afood

web. 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 itemsharp 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?


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Bibliography

Alexander, 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. Alaskas Wildlife Treasures. Washington, D.C.: National Geographic Society, 1994.SeaWorld Education Department. Beluga Whales. San Diego: SeaWorld EducationDepartment Publications, 1995.*

SeaWorld Education Department. Polar Bears. San Diego: SeaWorld Education DepartmentPublications, 1998.*

SeaWorld Education Department. Walruses. San Diego: SeaWorld Education DepartmentPublications, 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 Readers

Bailer, 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 forYoung 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, Valrie. The Polar Bear. Master of the Ice. Watertown, Massachusetts: CharlesbridgePublishing, 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. Putnams Sons, 1998.

Yue, Charlotte and David. The Igloo. Boston: Houghton Mifflin, 1988.

Videotapes

Shamu 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

Arctic Animals A Teachers Guide.

Documents

Transcript of Arctic Animals A Teachers Guide.