Download Surviving the North: Assessing Adaptations

CANADIAN NORTH – LIFE AND LAND
NEWFOUNDLAND & LABRADOR - SECONDARY
Surviving the North: Assessing Adaptations
Lesson Overview:
This lesson will deal with some of the adaptations that flora (plants) and fauna
(animals) have had to make in order to survive in the northern climates of
Canada. The teacher will introduce the topic and students will be given a period
of time to investigate 3 different species: plants, animals or marine life. The class
will be split up into groups; preferably groups of 2 and students will work on the
assignment together. The groups will then present what they have found to the
rest of the class. There will be some acceptable repetition of species, because
some groups may have found out something that another group did not
encounter.
Grade Level:
Grades 9 to 12
Time Required:
Teachers should be able to conduct the lesson in one or two classes. The
presentations may take another class.
Curriculum Connection:
Atlantic Province Education Foundation Curriculum for Social Studies General
Curriculum Outcomes:
People, Places and Environment General Curriculum Outcome:
Students will be expected to demonstrate an understanding of the interactions
among people, places and the environment.
Interdependence General Curriculum Outcome:
Students will be expected to demonstrate an understanding of the interdependent
relationship among individuals, societies, and the environment - locally,
nationally, and globally - and the implications for a sustainable future.
Newfoundland and Labrador: Grade 9 Social Studies: “Atlantic Canada in the
Global Community”, Canadian Geography 1202/00, World Geography 3202/00,
Biology 22/3201, Environmental Science 3205.
“Atlantic Canada in the Global Community” is also common curriculum in Grade
9 in Nova Scotia and Prince Edward Island, and Grade 8 in New Brunswick
Links to Canadian National Standards for Geography:
Essential Element #3: Physical Systems
 World patterns of biodiversity
Canadian Council for Geographic Education www.ccge.org
Canadian Polar Commission
www.polarcom.gc.ca
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CANADIAN NORTH – LIFE AND LAND
NEWFOUNDLAND & LABRADOR - SECONDARY
Essential Element #5: Environment and Society
 Environmental issues
Geographic Skill #2: Acquiring Geographic Information
 Systematically locate and gather geographic information from a variety of
primary and secondary sources.
Geographic Skill #5: Answering Geographic Questions
 Formulate valid generalizations from the results of various forms of
geographic inquiry
Link to the Canadian Atlas Online (CAOL)
www.canadiangeographic.ca/atlas/ (To find maps of the North)
-Click on “Explore the Maps” and highlight Canada’s North for students. (Yukon,
Northwest Territories, Nunavut, Northern Quebec and Northern Labrador.)
Additional Resources, Materials, and Equipment Required:
Computer and Internet access
Art and poster paper (cardboard or newsprint)
Assessment rubrics (attached)
www.google.com: (To identify different adaptations).
Main Objective:
Students will realize the immense pressures that flora and fauna must withstand
in order to survive in the North. By identifying these adaptations, students will see
why these animals live here and why other animals would not survive in the
North.
Learning Outcomes: By the end of the lesson, students will be able to:

Identify several species of plants and animals that live in the north

Identify specific adaptations that these animals/plants have made in order
to survive in the north

Organize and present information in a correct manner

Present information in a group setting

Experience working in small groups

Use various sources of information to assess the adaptations of certain
species of plants and animals.
Canadian Council for Geographic Education www.ccge.org
Canadian Polar Commission
www.polarcom.gc.ca
2
CANADIAN NORTH – LIFE AND LAND
NEWFOUNDLAND & LABRADOR - SECONDARY
The Lesson
Student Activity
Teacher Activity
Introduction
1. Access a computer lab and direct
students to look at the Canadian
Geographic Information Animations
at:
www.canadiangeographic.com
This takes about 15 minutes.
2. Pose question: What allows
people to live in polar climates?
-Defines adaptation as something a
plant or animal does in order to fit in
and survive in its environment.
-Defines biome as a complex biotic
community characterized by
distinctive plant and animal species
and maintained under the climatic
conditions of the region
3. Instructs students that over the
next couple of classes, we will be
exploring how animals adapt to living
in the north.
1. Follow direction to go through the
activity on Canada’s North on
www.canadiangeographic.com
 Choose “Atlas”, then
language preference

Go to “Explore the Themes”,
and select “The Issues”

After selecting “Climate
Change” explore the activity
about Canada’s North
2. Respond to question and provide
some ideas like clothing, shelters, etc
Write down definitions
3. Listen to instructions
4. Provide answers where asked
-Notes location of (Yukon, NWT,
4. Brainstorm some plants and
animals that live in the north and write Nunavut, Northern Quebec and Northern
Labrador.)
them on the board
5. Displays map of Canada’s North:
www.canadiangeographic.ca/atlas/
-Click on “Explore the Maps” and
highlight Canada’s North for students.
Lesson
1. Give of an example of adaptation.
Development (A giraffe lives on the savannah –
what are some of its adaptations to
Canadian Council for Geographic Education www.ccge.org
Canadian Polar Commission
www.polarcom.gc.ca
1. Give examples of giraffe
adaptations:
 Long neck – for reaching into
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CANADIAN NORTH – LIFE AND LAND
NEWFOUNDLAND & LABRADOR - SECONDARY
living in such a biome?)
2. Extending from this example, asks
question what are some polar wildlife
and plants.
-Instructs class to form pairs, or if
need be, groups of three.
-Instructs class of activity where they
take 3 different species and find at
least 2 or more adaptations for each.
(Use www.google.com)
(May include size, diet, breeding
season, height (if a plant), shallow or
deep root system and any other
questions relating to its anatomy or
physiology.)
-Have students present information to
class
-Instruct students to create a poster/
class mural with pictures of the
species and some facts about it.
-Link this activity to International
Polar Year:
What would happen if the Polar
Regions were to completely melt
away, and what would happen to
these species?
Or: What would happen to a lot of
these species if a huge increase in
temperature were to occur?
-Instruct class that a whole class
presentation/discussion will explore
their speculations.
Canadian Council for Geographic Education www.ccge.org
Canadian Polar Commission
www.polarcom.gc.ca
acacia trees for food.
 Ability to give birth standing up
– decreases risk of predation
 Ability of young to walk and run
within minutes of being born –
risks being eaten.
2. Compiles a list of polar flora and
fauna in notebooks
-Class begins assignment and within
their group performs the following
tasks:
1. Identify 3 polar species
2. Find out what sorts of
adaptations they have to live life in
the north
3. Find a picture of that
plant/animal
4. Find some interesting
characteristics of that species
relating to its anatomy or
physiology
-Create posters and add to wholeclass mural
-Create another poster or add to
mural by listing possible
changes/adaptations caused by
changes in habitat and temperatures.
E.g. Species now and Species in
2050 (Canadian Geographic Atlas
online)
-Be prepared to answer any
questions that classmates may pose
after you have presented.
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CANADIAN NORTH – LIFE AND LAND
Conclusion
NEWFOUNDLAND & LABRADOR - SECONDARY
Leads students to present and
discuss what they have found and the
reasons for their conclusions.
Teacher allows students to begin
assignment.
Present products and discuss
reasons for predictions for future
adaptations due to changes in
biomes. Theorize whether some
species will or will not survive
Lesson Extension:
Following the presentations by the groups, the teacher may choose to show the
DVD: Planet Earth – Ice Worlds. BBC. (2007)
(This spectacular DVD set can be purchased online at
http://www.bbccanadashop.com) or from www.chapters.ca. It can also be
found at most DVD stores: HMV, Wal-Mart etc.)
Ask a general question – What would you do as Prime Minister in terms of the
North and the idea that rising temperatures globally are decimating our Northern
regions? Teacher can assess how students respond to this question and the
ideas that they put forth in their response.
The posters may be displayed in the school’s library or on the wall of the
classroom.
It may also be of interest to bring in an “expert” in the field, either a university
professor or local naturalist, to listen to the students’ presentations and provide
some other information and feedback.
Assessment of Student Learning
Assessment is made through examination of the poster and through questioning
from students and the teacher following the oral presentation by using the
attached rubrics.
Canadian Council for Geographic Education www.ccge.org
Canadian Polar Commission
www.polarcom.gc.ca
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CANADIAN NORTH – LIFE AND LAND
NEWFOUNDLAND & LABRADOR - SECONDARY
Presentation Rubric:
Date:
Adaptations of Northern Flora and Fauna
# Of Students:
Student Names:
1
Audience
cannot
understand
Organization presentation
because there
is no sequence
of information.
2
Audience has
difficulty
following
presentation
because
students jump
around.
Student is
uncomfortable
Students
with information
Subject
cannot answer
and is able to
Knowledge questions
answer only
about subject.
rudimentary
questions.
3
4
Students
present
information in
logical
sequence
which audience
can follow.
Students present
information in
logical,
interesting
sequence which
audience can
follow.
Student is at
ease with
expected
answers to all
questions, but
fails to
elaborate.
Student
demonstrates
full knowledge
(more than
required) by
answering all
class questions
with
explanations and
elaboration.
Graphics on Students use
poster
no graphics
Students
occasionally use
graphics that
rarely support
text and
presentation.
Student's
Student's
graphics explain
graphics relate
and reinforce
to text and
screen text and
presentation.
presentation.
Students read
all of report
Eye Contact
with no eye
contact.
Students
occasionally use
eye contact, but
still read most of
report.
Students
maintain eye
contact most of
the time but
frequently
return to notes.
Students
maintain eye
contact with
audience,
seldom returning
to notes.
Students’ voices
are low. Students
incorrectly
pronounce
terms. Audience
members have
difficulty hearing
presentation.
Student's voice
is clear.
Students
pronounce
most words
correctly. Most
audience
members can
hear
presentation.
Students use a
clear voice and
correct, precise
pronunciation of
terms so that all
audience
members can
hear
presentation.
Speaking
Students
mumble,
incorrectly
pronounces
terms, and
speak too
quietly for
students in the
back of class
to hear.
Adapted
Rubric
Canadian Council for Geographic Education www.ccge.org
Canadian Polar Commission
www.polarcom.gc.ca
Total
Total Points:
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CANADIAN NORTH – LIFE AND LAND
NEWFOUNDLAND & LABRADOR - SECONDARY
Poster Rubric
1
2
3
4
Graphics Relevance
Graphics do
not relate to
the topic OR
several
borrowed
graphics do
not have a
source citation
All graphics
relate to the
topic. One or
two borrowed
graphics have a
source citation.
All graphics are
related to the
topic and most
make it easier
to understand.
Some borrowed
graphics have a
source citation
Attractiveness
The poster is
distractingly
messy or
inadequately
designed. It is
not attractive.
The poster is
acceptably
attractive
though it may
be a bit messy
The poster is
attractive in
terms of design,
layout and
neatness
Grammar
There are
more than 4
grammatical/
mechanical
mistakes on
the poster
Several of the
required
answers were
missing.
There are 3-4
grammatical/me
chanical
mistakes on the
poster
There are 1-2
grammatical/me
chanical
mistakes on the
poster
All graphics
are related to
the topic and
make it easier
to
understand.
All borrowed
graphics have
a source
citation.
The poster is
exceptionally
attractive in
terms of
design,
layout, and
neatness.
There are no
grammatical/
mechanical
mistakes on
the poster
All but 1 of the
required
answers is
included on the
poster.
All required
answers are
included on the
poster.
Required
questions
answered
Adapted
rubric
Canadian Council for Geographic Education www.ccge.org
Canadian Polar Commission
www.polarcom.gc.ca
Total
The poster
includes all
required
answers as
well as
additional
information is
included in
the poster
Total
Points
7