Arctic Animals K-3 - Rackspacec0026106.cdn1.cloudfiles.rackspacecloud.com/2af2ea2… · ·...

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.



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.



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.



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


©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

s,sp

rats

,ca

pelin

,an

dsm

all h

erri

ng

pre

da

tors

:gr

eat b

lack

-bac

ked

gulls

pre

y on

adul

ts. H

erri

nggu

lls a

nd le

sser

blac

k-ba

cked

gul

ls s

teal

eggs

and

you

ng

gre

enl

and

sha

rkSo

mn

iosu

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

erri

ng, s

piny

eel

s,sa

lmon

, cha

r, sm

elt,

cod

s, a

nd fl

atfi

sh in

ad

di-

tion

to m

arin

e m

amm

als,

mos

t com

mon

ly s

eals

pre

da

tors

: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

ea

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

eans

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.


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



©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



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

a

Baf

fin B

ay

Chu

kchi

Sea

Yu

ko

n

Ri v e r

AR

CT

IC

CI

RC

LE

Hud

son

Bay

Rive

rS

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

s R

eser

ved

.



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



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.



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.



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.



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.



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.



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?



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

3g

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

n

blue

whi

te



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?



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.

Arctic Animals K-3 - Rackspacec0026106.cdn1.cloudfiles.rackspacecloud.com/2af2ea2… · ·...

Documents

Transcript of Arctic Animals K-3 - Rackspacec0026106.cdn1.cloudfiles.rackspacecloud.com/2af2ea2… · ·...