Arctic Animals

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Arctic Animals
By Jen Holecek Jenny Dexter
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IllInoIs Learning Standards

• Language Arts / Writing
• 3.B.1b Demonstrate focus, organization,
  elaboration and integration and written
  compositions (e.g., short stories, letters,
  essays, reports).
• 3.C.1a Write for a variety of purposes
  including description, information, explanation,
  persuasion and narration.
• Science
• 11.B.1a Given a simple design problem,
  formulate possible solutions.
• 12.B.1a Describe and compare characteristics of
  living things in relationship to their
  environment.
• 12.B.2a Describe relationships among various
  organisms in their environments (e.g.,
  predator/pray, parasite/host, food chains and
  food webs).
• 12.E.1b Identify and describe patterns of
  weather and seasonal change.

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WELCOME EXPLORERS!
Bundle up! The Arctic Region is in need of YOUR
help! You have each been specially chosen by the
Defenders of Wildlife Agency to participate in an
action packed adventure of a lifetime. Listen
carefully!
You will each be given an expedition ticket to
travel to and explore the Arctic Region in hopes
to save one of the endangered Arctic animals
living there. Your job is to observe and study
one specific Arctic animal as it moves among its
habitat and faces deadly threats. But, BEWARE, do
not get too close for not every animal is
friendly! Ready to dive on in
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Your MIssIon
Upon your return back home, you will be expected
to work hand-in-hand with the Defenders of
Wildlife Agency to raise AWARENESS of the danger
these Arctic animals face and the ways in which
individuals can HELP!
Are you up for the challenge? Grab your parka, a
pair of binoculars, and a journal and lets get
started on your trek across the Arctic
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The Team Task

• The explorers will be divided into teams of five
  to showcase their Arctic animal using a variety
  of resources in an awareness brochure.
• Each team member will be assigned a special role
  to perform. All of the members contributions and
  help will be needed to create the teams final
  brochure.
• Together the team will present their ideas to
  the class and then their brochure will be given
  to and displayed at the Defenders of Wildlife
  Center!
• Using Microsoft Publisher the tri-fold brochure
  should be informational yet grab the attention of
  all age visitors. Keep readers aware and
  entertained by including the responses to all the
  questions, fun facts, and pictures of your Arctic
  animal from your journey. DONT FORGET TO USE
  LOTS OF COLOR!

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The Process
Each Groups Arctic Animal
Group 1 Walrus
Group 2 Polar Bear
Group 3 Penguin
Group 4 Arctic Fox
Group 5 Killer Whale (Orca)

• Role of Each Team Member
• Reporter
• Two students will be assigned the role of a
  reporter. Each student will be responsible for
  researching information and facts about their
  teams arctic animal that will be helpful in
  answering the questions provided.
• Photographer
• One student will have the role of the team
  photographer. This person will be in charge of
  capturing their teams arctic animal in their
  environment during the expedition. This student
  may also use the resources provided to find any
  additional pictures for the brochure.
• Journalist
• One student will be the journalist of the team.
  This student will have to write out responses to
  the given questions using the information found
  by the reporters. These responses describing the
  teams arctic animal will then be included in the
  final brochure.
• Editor
• The remaining student will act as the editor on
  the team. This person will be accountable for
  collecting each of the team members work and
  putting together the final brochure to present to
  the class.

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ActIvIty QuestIons

1. What type of foods does this Arctic animals diet
   consist of? Be specific.
2. In what area(s) of the Arctic Region may this
   animal be seen or found?
3. How is the ongoing climate change and/or human
   behavior threatening to this endangered Arctic
   animal? Explain thoroughly.
4. What can we do as individuals to help save this
   endangered Arctic animal and make their home
   better suitable for them to survive? What could
   we do as a whole class to make a difference?
5. As a short story, describe in your own words a
   day in the life of this Arctic animal. What does
   their day normally consist of from when they wake
   up in the morning to when they fall asleep at
   night? Be creative!
6. From what you have learned thus far from your
   expedition and research, would your team enjoy
   living in the Arctic Region as this endangered
   animal? Why or why not?

then
now
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ActIvIty Resources
http//animals.nationalgeographic.com/animals/mamm
als/arctic-fox.html http//library.thinkquest.org
/3500/arctic_fox.htm http//www.defenders.org/arc
tic-fox/basic-facts http//www.ypte.org.uk/animal/
fox-arctic-/120 http//www.youtube.com/watch?vsCd
eNfKwaPsfeatureplayer_embedded http//animals.n
ationalgeographic.com/animals/mammals/polar-bear/?
sourceA-to-Z http//library.thinkquest.org/3500/p
olarbear.htm http//www.defenders.org/polar-bear/
basic-facts http//www.seaworld.org/animal-info/in
fo-books/polar-bear/index.htm http//switchzoo.com
/profiles/polarbear.htm http//www.youtube.com/wat
ch?ve3b1-dpcyC0featurerelmfu http//animals.na
tionalgeographic.com/animals/mammals/killer-whale/
?sourceA-to-Z http//www.defenders.org/orca/basic
-facts http//www.seaworld.org/animal-info/info-bo
oks/killer-whale/index.htm http//switchzoo.com/pr
ofiles/orca.htm http//www.animalfactguide.com/ani
malfacts/orca/ http//www.youtube.com/watch?vMaWd
_s-nyIEfeaturerelmfu
ARCTIC FOX
- - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - -
POLAR BEAR
- - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - -
KILLER WHALE (ORCA)
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AddItIonal Resources
http//www.defenders.org/penguins/basic-facts http
//www.seaworld.org/animal-info/info-books/penguin
/index.htm http//www.squidoo.com/penguin-facts-fo
r-kids http//www.ypte.org.uk/animal/penguins/159
http//animals.nationalgeographic.com/animals/mam
mals/walrus/?sourceA-to-Z http//library.thinkque
st.org/3500/walrus.html http//www.defenders.org/
walrus/basic-facts http//www.seaworld.org/animal-
info/info-books/walrus/index.htm http//switchzoo.
com/profiles/walrus.htm http//www.youtube.com/wat
ch?vPRveCYQkVr8 http//library.thinkquest.org/35
00/animals.htm http//www.arcticbound.com/the-arct
ic http//www.worldatlas.com/webimage/countrys/pol
ar/arctic.htm
PENGUINS
- - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - -
WALRUS
- - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - -
THE ARCTIC OVERVIEW
- - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - -
I want you to begin researching your teams
arctic animal using the resources provided.
However, you are not restricted to only these
resources. If you find another website/video/etc.
you wish to explore, be sure to first check with
me so that I can confirm it is a reliable source.
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CongratulatIons Explorers!
You have done it! The Defenders of Wildlife
Agency can not thank you enough for your time,
expertise, and excitement you brought to the
expedition and in creating the brochures. You and
your team members have brought us one step closer
to saving the endangered Arctic animals! Due to
all your work, millions of people are more aware
of the danger these animals face each and every
day and what can be done to PROTECT them. We hope
you have enjoyed this adventure to the Arctic
Region and are very proud of your accomplishments
as a team!
Thanks for all of your help! Youre the best!
Come back anytime! We loved having
you!
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EvaluatIons
Teacher Evaluation Each student will be
evaluated by the teacher. The students grade
will be determined based upon how well they
successfully completed their role and
responsibilities they were assigned to among
their team. The level of participation while
presenting their teams final brochure will also
be a part of each students grade. The areas I
will look at include organization, creative
content, presentation, and teamwork. Student
Evaluation Every student will also be given the
opportunity to evaluate the members of their
team. Here, you will comment on each members
preparedness, focus, teamwork, and attitude that
was displayed while working with them. Be honest,
for these evaluations will ONLY be looked at by
the teacher. With caution, these evaluations will
be factored into each students final grade.
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Teacher EvaluatIon
4 Excellent 3 Good 2 Okay 1 Needs Improvement
Organization/ Mechanics Work submitted excellently organized and free from spelling and/or grammar errors. Extra effort evident. Work submitted well organized with minimal spelling and/or grammar errors. Work submitted organized, with fewer spelling and/or grammar errors. Work submitted unorganized and containing frequent grammar and/or spelling errors.
Content/ Creativity Excellent content interesting creative well-developed appropriate to the assignment. Very good content some interesting and creative ideas, although topic may not be fully explored. Good content topic explored, but only partially or superficially. Fair/Inappropriate content important ideas missing ideas lack development may be irrelevant or not enough to evaluate.
Presentation Presentation is organized and everyone on the team has a different part in the presentation. Presentation is somewhat organized and the group does not split the speaking time evenly. Presentation needs organization and half of the team is involved in the presentation. Presentation is NOT organized and only one member of the team is involved in the presentation.
Teamwork Works to complete all team goals. All team members contribute equally. Performed all duties of assigned team role. Usually helps to complete team goals. Assisted team members in the finished project. Performed nearly all duties of assigned team role. Occasionally helps to complete team goals. Finished individual task but did not assist team members. Performed some duties of assigned team role. Does not work well with others and shows no interest in completing team goals. Contributed little to team effort. Did not perform duties of assigned team role.
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Student EvaluatIon
4 Excellent 3 Good 2 Okay 1 Needs Improvement
Working With Others Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. Usually listens to, shares with, and supports the efforts of others. Does not cause waves in the team. Often listens to, shares with, and supports the efforts of others. Sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
Focus On The Task Consistently stays focused on the task and what needs to be done. Very self-directed. Focuses on the task and what needs to be done most of the time. Other team members can count on this person. Focuses on the task and what needs to be done some of the time. Other team members must sometimes remind this person to keep on-task. Rarely focuses on the task and what needs to be done. Lets others do the work.
Attitude Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s). Occasionally is publicly critical of the project or the work of other members on the team. Usually has a positive attitude about the task(s). Often is publicly critical of the project or the work of other members on the team. Often has a negative attitude about the task(s).
Preparedness Brings needed materials to class and is always ready to work. Almost always brings needed materials to class and is ready to work. Almost always brings needed materials but sometimes needs to settle down and get to work. Often forgets needed materials or is rarely ready to get to work.
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AddItIonal ActIvIty 1
Using all of the information learned about your
teams Arctic animal and the environment they
call home, work together to create any type of
poem. It must be at least 6 lines long and
include any of the information you have
previously researched on your animal. Then, make
it into a Wordle and print it out. Copies will be
made of each teams word cloud and handed out to
the class! (http//www.wordle.net/)
This is an example of a Wordle on Arctic Animals!
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AddItIonal ActIvIty 2
Individually, pair up with a classmate that was
not on your expedition team and that studied a
different Arctic animal than you. Briefly discuss
the Arctic animal that you researched with one
another. Then, work with your partner to complete
a Venn Diagram that compares/contrasts the two
Arctic animals. Be sure to have at least 4 points
in each part of the diagram!
This example shows the similarities and
differences of 3 Arctic animals but you only have
to discuss 2 with your partner!
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AddItIonal ActIvIty 3
Using the same Arctic animal that you have been
studying, create your very own diorama of the
animal in its natural habitat. Your diorama needs
to be in a shoe box. Each diorama must be
creative, neat, and exhibit

1. Sources of food, water, and
shelter for the animal
2. Predators and safety

3. Accurate depiction of the animal
Use
your imagination! Once completed, you will each
be expected to present your finished product to
the class.
This diorama example displays the habitat of the
Blue Whale!
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AddItIonal ActIvIty 4
ADOPT AN ARCTIC ANIMAL! Individually, head to the
Defenders of Wildlife Homepage and read about how
you can adopt an animal to help save the
endangered species! Click on the different
animals to learn more about them and the danger
they face. https//secure.defenders.org/site/SPag
eServer?pagenamewagc_homepages_src3WEW1200XXXXX
s_subsrc042212_adopt_topnav_home Pretend you
adopted the animal of your choice! Name your new
pet. Then, in a paragraph or more, explain why
you chose this animal to adopt. Also, describe in
detail how you would want your contributions
(money) to be used to help save the life of your
newly adopted animal. Finally, draw and color a
picture of yourself with your adopted animal to
go along with your written assignment!
See, I SAVED A LIFE and adopted an Arctic Fox!
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AddItIonal ActIvIty 5
Message Format Dear Shell CEO Mr. Peter
Voser, Create a Personalized Message. (Dont
Destroy The Arctic!) Sincerely, Your
Name Your Address, City, State, Zip Code
A global fleet of Arctic destroyers is speeding
towards one of the last unspoiled places on
Earth. The ships are part of the Shell oil
companys mission to drill in the pristine waters
off the coasts of the Arctic. Home to numerous
species, a spill or accident in these waters
would be disastrous. Join people from around the
world to take action and demand the company to
stop its plans to put the fragile Arctic at risk.
In other words, write a letter to the Shell CEO
(Mr. Peter Voser) explaining HOW the Arctic will
negatively be impacted and WHY this is such an
important matter.
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References For Further Study
For additional resources, check out some of these
great books, magazines, and movies!
Books
Movies
Magazines