Antarctica+matrix

**Antarctica Research Matrix**


 * === ** Multiple ** ===

** Intelligences **
|||||||||||| == Bloom’s Taxonomy: Six Thinking Levels == || I enjoy reading, writing & speaking || Choose a significant explorer in Antarctica and research. || Orally express your understanding of: An animal of the Antarctic in the form of a HAIKU poem and read to teacher. || Describe An animal of the Antarctic using adjectives. Refer [] multimedia/flash/1_being_there.html Print your page in colour. || Explain why the sun rises and sets only once a year in Antarctica. || Create a protest poster justifying why tourists should not be allowed in Antarctica. || In a 2 minute speech argue the positive and negative factors for Humans in Antarctica. || I enjoy working with numbers & science || Locate and label using an atlas and a blank map: 1 ice shelf, 2 research bases, 1 sea, 1 ocean and 2 countries claim area of Antarctica. || Create a timeline of significant exploration events in Antarctica. || Who owns Antarctica? Create a pie graph of ownership of Antarctica. || Construct a climatic graph of a station of your choice. |||| Predict the climate in Antarctica for the year 2115 AD. Present you findings in the form of a concept map. In your findings consider: the causes, effects and impacts. || I enjoy painting, drawing & visualising || Choose 3 clips to watch. List 2 points of information and draw a picture. Refer __ http://www.discoveringantarctica.org.uk/resources.php?media=video&page_name=home&#video __ || Research the terrain in Antarctica. Design a mode of transport and explain. || Create a food chain mobile. Refer to [] multimedia/flash/4_eating.html || Investigate 2 explorers of the Antarctic and display your findings in the form of a cartoon. || Design a post-card as a visitor to Antarctica. On one side draw or find pictures that present Antarctica and on the other side write to a friend or family member. Include 5 facts about Antarctica || Design a poster which outlines Australia’s approach to managing the fragile Antarctic environment. || I enjoy doing hands-on activities |||| Use mime to describe how the Antarctic food web functions. || Construct a diorama/model of one Antarctic habitat. |||||| Create a board game about Antarctica include wildlife, ecosystems (i.e. food webs); conservation. || I enjoy making & listening to music || Name the sound bite to the Antarctica animal. Refer __ http://www.discoveringantarctica.org.uk/1_silence.php __ || Convert the National Anthem into a song that describes Antarctica. || Record a series of sounds that you think represent life in Antarctica. || Write a song comparing and contrasting Australia to Antarctica. || Imagine you are part of a team making a one minute trailer for a movie based in Antarctica on Penguins. Choose a movie clip and a soundtrack, and then write a script for your trailer. Refer [] || Write a song about the expedition of ‘Douglas Mawson’. || I enjoy working with others || In pairs name all the stations in Antarctica and locate them on a blank map of Antarctica. || In a group (3-4) research and outline what types of scientific research is currently occurring in Antarctica. Refer [|www.classroomantarctica.aad.gov.au/] || In a group (3-4) write a report on why the Antarctic Treaty was negotiated. || In pairs analyse the problems that ‘mankind’ is causing for the animal population in Antarctica. ||^  || In a group of 4 Debate on the topic: ‘Should Antarctica be preserved or conserved?’ || I enjoy working by myself || State all the different types of animals found in Antarctica. || Describe how you would feel working in isolation || What is hypothermia? Create a list of clothes and equipment you will need to survive the harsh Antarctic weather. || Identify future problems in Antarctica for its wildlife; consider ozone depletion, commercial whaling. Present your findings as a newspaper article. || Conduct Internet research on the following site and write a information report about an animal of Antarctica: [] ||^   ||
 * ^  || ===== ** Knowing ** ===== ||  ** Understanding **  ||  ** Applying **  ||  ** Analysing **  ||  ** Creating **  ||  ** Evaluating **  ||
 * = Verbal =
 * ** Mathematical **
 * = Visual =
 * = Kinaesthetic =
 * = Musical =
 * = Interpersonal =
 * = Intrapersonal =