Introduction
The Arctic Alive Giant Floor Map Program is a free resource offered to
teachers of Keystage 2 students, and is specifically aimed at Years 4-6. The
five lessons included in this guide were developed by teachers with the
intention of extending students’ understanding of the animals, plants, people,
history and future of the Arctic.
This circumpolar map was produced by the Canada-UK Foundation
in partnership with the Royal Canadian Geographical Society (rcgs.org).
The Canada-UK Foundation exists to support and foster a greater
understanding of Canada and the contributions made by Canadians to
the international community.
To learn more about the Canada-UK Foundation and the valuable work that it
does in the United Kingdom, visit canadaukfoundation.org.
We would love to hear about your experience with this map. Send comments
and photos to [email protected].
UK/Canada Arctic Circumpolar | Teacher’s Guide | Introduction | Page 1
About this
Resource
1. What is the Arctic?
Students will learn where the Arctic is located
and the many ways it can be defined.
2. Understanding a Circumpolar Map
Students will understand hemispheres, latitude and longitude
and extreme seasonal changes in the Arctic.
3. Arctic Flora and Fauna
Students will examine how Arctic plants and animals
have adapted to survive harsh weather conditions.
4. Arctic Ice and Climate Change
Students will understand the effects of climate change
in the Arctic and how it affects other parts of the world.
5. Exploring the Arctic
Students will understand motivational factors,
challenges and achievements of Arctic explorers.
UK/Canada Arctic Circumpolar | Teacher’s Guide | About this resource | Page 2
Table of
Contents
Lesson 1
What is the Arctic?
Lesson 2
Understanding a Circumpolar Map
Lesson 3
Arctic Flora and Fauna
Lesson 4
Arctic Ice and Climate Change
Lesson 5
Exploring the Arctic
UK/Canada Arctic Circumpolar | Teacher’s Guide | Table of contents | Page 3
Contributors
Arctic Alive Map Program
Jennifer Christie
Educational Consultant
Matthew Moth
Partner, Madano
Professor Klaus Dodds
Steve Brace
Head of Education and Outdoor
Learning, Royal Geographical Society
Philip Hatfield
Lead Curator, Digital Mapping
at the British Library
Rosanna White
Student
Alice Oats
Student
Canada-UK Foundation
Andrew Cook
Project Administrator
Lisa Tomas
former Trustee
Anthea Kolitsas
Executive Director
William Abraham
Vice-Chair
Fiona Colegrave
Chair
Professor Jonathan Heeney
Trustee
William Swords
Treasurer
Mark Richardson
former Trustee
The Royal Canadian Geographical Society
Gavin Fitch
President
Ellen Curtis
Director, Education
Connie Wyatt Anderson
Chair, Canadian Geographic Education
Sara Black
Education Program Coordinator
John G. Geiger
Chief Executive Officer
Andrea Buchholz
Education Program Coordinator
Canadian Geographic Enterprises
Gilles Gagnier
Chief Operating Officer and Publisher
Kendra Stieler
Production Coordinator
Andre Prefontaine
Chief Development Officer
Alissa Dicaire
Designer
Mike Elston Director
Production
Jenny Chew
Designer
UK/Canada Arctic Circumpolar | Teacher’s Guide | Contributors | Page 4
1
Objective of this lesson:
• To understand where the
Arctic is located and the
many ways it can be defined
Time:
60 minutes
Age:
KS2 Years 4-6
Materials:
• Inflatable globe
• Hand-held legends
• Flag cards
• Arctic definition cards
(treeline, temperature,
political borders,
geographical borders,
culture)
• Coloured chains (red for
temperature and green
for treeline)
• Arctic brainstorm worksheet
National Curriculum
Objectives KS2:
• Use maps, globes to locate
countries and describe
features studied
• Understand geographical
similarities and differences
through the study physical
geography of [...] a region
within North America
• Identify the position and
significance of latitude,
longitude, [...] Northern
Hemisphere, [...] Arctic [...]
Circle
What is
the Arctic?
Prior to the lesson
Ask students how they would define the Arctic and create a list of adjectives to describe the region.
Have students work in pairs or small groups to complete the Arctic brainstorm worksheet
and share their ideas with the class.
Starter
Allow students time to explore the Giant Floor Mapand make their own connections. Encourage
them to look for familiar place names and geographic features. Ask students to determine the
type of map they are looking at (physical) and what they think each colour represents.
Explain to students that the Giant Floor Mapis a circumpolar map. Distribute the hand-held
legends and allow students time to explore the map again and draw new conclusions.
Using the inflatable globe as a demonstration tool, have students name and locate the
continents and find the United Kingdom. Then, turn the globe so that the North Pole is
facing students (circumpolar view). Identify some of the countries and points of interest on
the globe and have students find these places on the Giant Floor Map.
Where is the Arctic and what defines it?
Students should understand that the Giant Floor Mapshows the northern part of the Earth.
Complete a short review of latitude and longitude, explaining that coordinates are used to
locate places on a map. Remind students that lines of latitude run east to west while lines
of longitude run north to south. Select a volunteer to walk along a line of latitude and then
along a line of longitude. Explain to students that there is a special dotted line of latitude
on the map, called the Arctic Circle, that marks where the Arctic begins. Have one volunteer
locate and walk along the Arctic Circle, then have the whole class link hands and stand on it.
Ask students what they can observe from this position.
Have students take a few steps south and ask if they can spot the nearest line of latitude
to the Arctic Circle (65 degrees north). Then take a few steps north, and ask students to
identify the nearest line of latitude above the Arctic Circle (70 degrees north). Ask students
to determine the latitude of the Arctic Circle (about 66.3 degrees north). This geographical
border is one of the ways the Arctic is defined.
Next, have students sit around the edge of the map and explain to them that there are five
main ways the Arctic is defined. They have just observed the first one (geographical border),
but there are four others to consider. Can they think of any other ways to define the Arctic?
Students are likely to suggest political borders. Ask students to name the countries shown on
the Giant Floor Mapand which ones, in particular, have territory in the Arctic. Distribute the
flag cards for Norway, Sweden, Finland, Russia, United States, Canada, Greenland (Denmark)
and Iceland and have students place the cards on each country on the map.
UK/Canada Arctic Circumpolar | Teacher’s Guide | Lesson 1 | Page 5
1
What is
the Arctic?
Ask students how else the Arctic is defined. Explain that it is known for being very cold. Have
a student read out the temperature card, defining isotherms and explaining that the Arctic’s
average summer temperature usually hovers around 10 C. Use the coloured chains to follow
the red isotherm line on the map.
Review the three definitions of the Arctic that students have just learned. Ask students
what they think the Arctic looks like. Ask them to remember the adjectives they used in the
brainstorm activity. Do they imagine forests there? Explain that the treeline is another way to
define the Arctic. Use the coloured chains to follow the green treeline on the map. Explain to
students that due to climate change, the treeline has been moving further north. Ask students
why they think this is happening and what effects it could have.
Who lives in the Arctic? Explain that the Arctic is inhabited by about four million people.
In Canada alone, more than 100,000 people live in the Arctic. Many different cultures and
groups inhabit the Arctic including northern Indigenous Peoples, such as the Inuit of Canada,
Inupiat of Alaska, Yupik of Greenland, Saami of Scandinavia, Nenets of northwest Russia,
Sakha (Yakut) of Russia and Chukchi of Siberia. There are several large cities in the Arctic in
Canada, the United States, Norway and Russia. The Arctic and subarctic regions are far from
the barren wastelands that people often imagine. Elicit from students that culture is another
way the Arctic can be defined. Hand out copies of the culture card to students and discuss
the various peoples that are represented.
Now that students have explored five different definitions of the Arctic, have them discuss the
similarities and differences of each. Discuss which definition they think best defines the Arctic
and have them use the map to explain their selection.
Plenary
In pairs, have students share three things that they learned from the lesson. Finally,
ask them to think of one question they still have about the Arctic. Share some of these
questions with the class.
UK/Canada Arctic Circumpolar | Teacher’s Guide | Lesson 1 | Page 6
2
Objectives of
this lesson:
• To understand the
hemispheres and lines of
latitude and longitude, and
use this understanding to
locate places on a map
• To understand the extreme
seasonal changes in
the Arctic
Time:
45-60 minutes
Age:
KS2 Years 4-6
Materials:
• Inflatable globe
• Hand-held legends
• Large ball
• An orange (not included
in trunk)
• Map examples
• Latitude and longitude
worksheets and teacher
answer key
• Writing utensils
Understanding a
Circumpolar Map
Starter
If students have not been on the Giant Floor Map in a previous lesson, allow them time to
explore the map and make their own connections. Encourage them to look for familiar place
names and geographic features. Ask students to determine the type of map they are looking
at (physical) and what they think each colour represents.
Explain that the Giant Floor Map is a circumpolar map. Distribute the hand-held legends and
allow students time to explore the map again and draw new conclusions.
Using the inflatable globe as a demonstration tool, have students name and locate the
continents and find the United Kingdom. Next, turn the globe so that the North Pole is facing
students (circumpolar view). Identify some of the countries and points of interest on the
globe and have students find these places on the Giant Floor Map.
Explain to students that the Earth is a sphere and that when a map is drawn, the perspective
becomes distorted on a flat surface. As an example, hold up an orange and ask students to
imagine that the orange is the Earth. Ask a volunteer to peel the orange in one piece and then
try to lay it flat. This illustrates the challenges of representing curved surfaces on paper.
Ask students who designs maps. Explain that cartography is the study and practice of making
maps. Cartographers use science, technique and aesthetics to design maps.
Ask students to name different kinds of maps. Show examples to the class (e.g., road maps,
climate maps, topographical maps, economic or resource maps, physical maps, political
maps).
Ask students what are the five key elements of most maps (legend, key, title, scale and
compass directions). Explain that although compass directions are very important on most
maps, they do not work well on circumpolar maps near the North Pole. People need to
navigate in other ways, such as satellite navigation.
Using the hand-held legends, ask students to identify the legend, key, title and scale of the
Giant Floor Map.
National Curriculum
Objectives KS2:
• Use maps, atlases, globes
and digital/computer
mapping to locate countries
and describe features
studied (Geographical skills
and fieldwork)
• Identify the position and
significance of latitude,
longitude, [...] Northern
Hemisphere, [...] Arctic [...]
Circle, the Prime/Greenwich
Meridian and time zones
(including day and night)
(Locational knowledge)
UK/Canada Arctic Circumpolar | Teacher’s Guide | Lesson 2 | Page 7
2
Understanding a
Circumpolar Map
Understanding latitude and longitude
Ask students to explain what they already know about latitude and longitude. Remind them
that latitude and longitude form a coordinate system that helps us to pinpoint locations on
the Earth. If students are not familiar with the concept, use the following explanation to assist
with their understanding.
Latitude
Lines that run horizontally (east to west) are called lines of latitude or parallels. Show these
lines to students on the inflatable globe and then ask a volunteer to walk on a line of latitude
on the Giant Floor Map. Ask students what line is at zero degrees latitude (the equator).
Have a student locate the equator on the inflatable globe.
Explain that lines of latitude are numbered from 0 degrees to 90 degrees, north and south.
The equator is zero degrees, the North Pole is 90 degrees north and the South Pole is 90
degrees south. The equator divides the globe into northern and southern hemispheres. Ask
students which hemisphere is shown on the Giant Floor Map.
The Arctic Circle is a line of latitude at around 66 degrees north of the equator. Anything at
higher latitudes is known as the Arctic. Have a student locate and walk around the Arctic
Circle on the Giant Floor Map.
Longitude
Lines running horizontally (north to south) are called lines of longitude or meridians. They
converge at the poles and are spaced widest apart at the equator. Have students locate lines
of longitude on the map.
Explain that lines of longitude are numbered from 0 degrees to 180 degrees, east and west
of the prime meridian (0 degrees). The prime meridian divides the globe into western
and eastern hemispheres and passes through Greenwich, a suburb of London. Explain
that when visiting Greenwich, it is possible to jump between the eastern and western
hemispheres. Ask a student to locate the prime meridian on the Giant Floor Map and jump
between the two hemispheres.
On the other side of the Earth, opposite to the prime meridian, lines of longitude meet at 180
degrees. This line is called the antemeridian. Have students locate this on the map.
UK/Canada Arctic Circumpolar | Teacher’s Guide | Lesson 2 | Page 8
2
Understanding a
Circumpolar Map
Using latitude and longitude
When finding locations on a map, coordinates are expressed as latitude, then longitude. It
is helpful to start at the prime meridian and then move up (north) or down (south) to the
correct latitude. Then, move left (west) or right (east) along the line of latitude to the correct
longitude. The location is where the lines of latitude and longitude meet. Explain to students
that on the circumpolar Giant Floor Map, all of the latitudinal coordinates will read north as
the map only depicts the northern hemisphere.
Have students find these locations on the Giant Floor Map:
• What country is found at 65N, 20W? (Iceland)
• What is found at 80N, 50E? (islands belonging to Russia)
• What major city is found at 60N, 10E? (Oslo, Norway)
• Find 70N, 70E. What country are you standing in? (Russia)
• Find 60N, 140W. Where are you standing? (Near the Canada-U.S. border in Alaska)
• What Canadian island is found at 70N, 110W? (Victoria Island)
Once students have located these coordinates, hand out the latitude and longitude
worksheets and allow students to work in pairs or small groups to locate the places on the
Giant Floor Map. Note: Students should start at different coordinates so that they are not in
the same place at the same time.
Understanding extreme seasonal change in the Arctic
Day and night
Complete a short demonstration to model day and night. Hold the inflatable globe vertically
and have a student hold another very large ball or torch representing the sun. Ask students
what happens as the Earth rotates on its axis. Daytime occurs when the sun is above a point
on the globe, and night-time occurs when the same point on the globe is facing away from
the sun. The Earth completes a full rotation every 24 hours.
Seasons
Ask students if they know how long it takes the Earth to make its journey around the sun (one
year). Explain that Earth’s axis of rotation is actually tilted at an angle of 23.5 degrees. Earth
is always tilted to one side as it orbits the sun. When the Earth is tilted towards the sun, it is
summer in that part of the world. When it is tilted away from the sun, it is winter in that part of
the world. Demonstrate this by using the inflatable globe and another object to mimic the sun.
UK/Canada Arctic Circumpolar | Teacher’s Guide | Lesson 2 | Page 9
2
Understanding a
Circumpolar Map
Explain this concept using hemispheres. When the northern hemisphere is closest to the sun
(June, July and August), it is summer there and winter in the southern hemisphere, which is
tilted away from the sun. Six months later, the Earth has completed half a revolution, so now
the southern hemisphere is tilted closest to the sun (December, January and February) and
experiencing summer, and the northern hemisphere is tilted away and experiencing winter.
Explain that the poles experience this to the extreme. When the northern hemisphere is tilted
towards the sun and spins on its axis to create day and night, the North Pole is always facing
the sun. Demonstrate this to students using the inflatable globe. This means that for about
half the year, there is always daylight. Then, when the northern hemisphere is tilted away from
the sun and spins on its axis, the North Pole is dark for the other half of the year.
The Arctic
The darkest time of year in the Arctic is during the winter solstice, which falls on or near
December 21. By then, the sun has not risen in the Arctic since early October. The darkness
lasts until early March.
In contrast, during the summer months, the Arctic experiences light all day long, even at
night. The summer solstice falls on or near June 21 and is a time of celebration for people
who live in the far north and Arctic. There are parties and festivals in Arctic nations, including
Canada, Sweden, Norway, United States (Alaska) and Russia.
UK/Canada Arctic Circumpolar | Teacher’s Guide | Lesson 2 | Page 10
3 and Fauna
Arctic Flora
Objective of
this lesson:
• To examine how Arctic plants
and animals have adapted
to survive harsh weather
conditions
Time:
60 minutes
Age:
KS2 Years 4-6
Materials:
• Inflatable globe
• Climate zone map
• Biome cards
• Adaptation cards
National Curriculum
Objectives KS2:
Describe and understand key
aspects of physical geography,
including climate zones, biomes
and vegetation belts
Starter
If students have not been on the Giant Floor Map in a previous lesson, allow them time to
explore the map and make their own connections. Encourage them to look for familiar place
names and geographic features. Ask students to determine the type of map they are looking
at (physical) and what they think each colour represents.
Explain that the Giant Floor Map is a circumpolar map. Distribute the hand-held legends and
allow students time to explore the map again and draw new conclusions.
Using the inflatable globe as a demonstration tool, have students name and locate the
continents and find the United Kingdom. Next, turn the globe so that the North Pole is facing
students (circumpolar view). Identify some of the countries and points of interest on the
globe and have students find these places on the Giant Floor Map.
Climate zones
Explain to students that there are three major climate zones on Earth: tropical, temperate and
polar. Explain that the temperatures in these zones are determined by latitude.
Have students examine the climate zone map. Ask students which climate zone(s) is/are
shown on the Giant Floor Map? Explain that the Giant Floor Map encompasses the polar zone
and a small portion of the temperate zone. Discuss the differences between these two zones.
Biomes
Ask students to define the word “biome.” If they are unsure, place the laminated biome cards
on the Giant Floor Map and ask them again. Explain that biomes are large communities
of plants and animals that occupy distinct regions based on climate, relief, geology, soil
and vegetation. There are five main biomes on Earth: desert, aquatic, forest, grassland and
tundra. Biomes can be found over a range of continents and play very important ecological
roles. For example, the aquatic biome comprises both fresh and salt water, is home to
millions of fish species, supports life on Earth and is responsible for the water cycle.
Ask students to make connections to biomes. Can they think of a desert biome? Have they
visited one? Where might a forest or grassland biome be found?
Ask students to define the tundra biome. Explain that the word “tundra” comes from
a Finnish word meaning “barren land.” The tundra is defined as a vast, flat, treeless
region in which the subsoil is permanently frozen. This biome has very little rain, freezing
temperatures, covers about one fifth of the Earth’s land surface and includes the Arctic
Ocean, which is almost entirely enclosed. The tundra biome may be covered in snow for
most of the year and has average temperatures of 2 C to 3 C in the summer and -35 C in
the winter. Since trees and shrubs are unable to grow in such harsh conditions, the main
vegetation in the tundra biome is moss and lichen. Explain to students that the circumpolar
Giant Floor Map shows mainly the tundra biome.
UK/Canada Arctic Circumpolar | Teacher’s Guide | Lesson 3 | Page 11
3 and Fauna
Arctic Flora
Adaptation
Ask students how animals, including humans, protect themselves from their environment (i.e.,
keep warm or keep cool). Next, have students find one location on the map and ask them what
they would pack to visit this place in the summer and in the winter, reminding them of the average
temperatures. Ask your students how and why their choices changed with different seasons. Discuss
the factors that are important to the survival of animals, including humans, in the Arctic’s climate.
Have students define the terms “flora” and “fauna.” Explain that flora means the plants of a
particular region or period and fauna means the animals of a particular region or period. Arctic
flora and fauna have adapted over hundreds of years to be able to survive in harsh environmental
conditions. As a class, discuss how the characteristics and behaviours of flora and fauna help
them survive in an environment. Why might it be challenging for plants and animals to survive in
the tundra? How do they think plants and animals have adapted in order to survive in the tundra?
Divide the class into pairs and have them stand along the border of the map. Distribute one
adaptation card to each pair. Allow students time to examine the card, read the information on the
back and locate an area on the Giant Floor Map where their species can be found. Ask students to
consider what kind of environment their species inhabits and how it is able to survive.
Explain to students that there are two kinds of adaptation: behavioural and biological. An
example of behavioural adaptation is when a bird lays its eggs on a steep cliff to protect them
from predators; it is a behaviour that is the result of a long evolutionary process to protect the
species. An example of a biological adaptation is a polar bear’s thick fur, which protects it
from frigid temperatures; it is a physical change evolved over time that helps the species
survive in an environment. Ask students which type of adaptation they think relates to their
species and whether it has adapted in both ways (behavioural and biological).
While walking around the Giant Floor Map, have existing pairs of students form groups of four
with another pair whose species has undergone a similar adaptation (behavioural or biological)
to their own (e.g., both the Arctic fox and Arctic hare use camouflage to avoid predators). Ask
groups to share their species’ adaptation strategies with the class and discuss any patterns and
trends. Discuss whether plant and animal species can adapt to their environment in more than
one way, and if plants and animals have similar adaptation strategies. Have students discuss
which type of adaptation relates most to humans living in the Arctic and consider how people
can inhabit virtually every corner of the Earth, except the deepest parts of the oceans.
Plenary
Have your students use the Giant Floor Map to answer the following questions:
• What are the Earth’s three main climate zones?
• What is a biome?
• What are the five biomes found on Earth?
• What is the tundra biome?
• What is the difference between the two different types of adaptation
(biological and behavioural)?
Ask students specific questions about certain plants and animals. (E.g., How has purple saxifrage
adapted to survive the Arctic climate? Why is a baby harp seal’s fur pure white?)
UK/Canada Arctic Circumpolar | Teacher’s Guide | Lesson 3 | Page 12
4
Objective of
this lesson:
• To understand the effects
of climate change on the
Arctic and how this affects
the world
Time:
60-90 minutes
Age:
KS2 Years 4-6
Materials:
• Inflatable globe
• Hand-held legends
• Map scramble starter activity
• Arctic ice cards
• Coloured chains (different
colours)
• NASA sea ice images
• Stacking blocks
National Curriculum
Objectives KS2:
• Use maps, globes to locate
countries and describe
features studied
• Understand geographical
similarities and differences
through the study of physical
geography of [...] a region
within North America
Arctic Ice and
Climate Change
Starter
If students have not been on the Giant Floor Map in a previous lesson, allow them time to
explore the map and make their own connections. Encourage them to look for familiar place
names and geographic features. Ask students to determine the type of map they are looking
at (physical) and what they think each colour represents.
Explain that the Giant Floor Map is a circumpolar map. Distribute the hand-held legends and
allow students time to explore the map again and draw new conclusions.
Using the inflatable globe as a demonstration tool, have students name and locate the
continents and find the United Kingdom. Then, turn the globe so that the North Pole is
facing students (circumpolar view). Identify some of the countries and points of interest on
the globe and have students find these places on the Giant Floor Map.
Next, have students form pairs or small groups and complete the map scramble activity
to help increase their geographical knowledge and understanding. Ensure groups start at
different numbers.
Climate change
Explain to students that although the Arctic is often portrayed as a frozen and barren
place, it is actually full of life. It is home to millions of people and comprised of more than
fifteen ecosystems that support thousands of plant and animal species. It is also a place of
remarkable change.
Have students line up along the border of the Giant Floor Map and, using the red chains
from the trunk, outline the Arctic sea ice labelled on the map. Explain that the sea ice cover
shown on the map is from July 2012. Ask students how the ice may look different in the
winter, autumn and spring.
Explain that there are many types of ice in the Arctic, and they are formed in many different
ways. By studying different types of ice, including the location and speed at which it forms,
researchers can learn more about the Arctic’s climate and how it is changing. Researchers
can also learn how climate changes in the Arctic affect other parts of the world.
Cold water at the northern and southern poles plays a huge part in global temperatures and
is a major driving force of ocean currents. These currents transfer heat around the world and,
in doing so, warm or cool our climate.
UK/Canada Arctic Circumpolar | Teacher’s Guide | Lesson 4 | Page 13
4
Arctic Ice and
Climate Change
Mapping sea ice cover
In the same groups as before, distribute one Arctic ice card and some stacking blocks to
each pair/group. Have students read the information on the back of their card and use the
blocks to build small models of their ice type at possible locations in the Arctic on the Giant
Floor Map. For example, ice shelves can be found attached to Ellesmere Island and above 82
degrees north. After the different types of ice have been constructed on the map, have each
pair/group describe their ice to the class and explain where it is found. Discuss the patterns
and trends that arise between many different types of ice. Have students estimate which type
of ice they think is oldest (glaciers) and explain why.
Remove the stacking blocks and cards from the map and have students line up along the map’s
border. Divide your class in half and give one group the 1979 NASA sea ice image and the other
group the 2003 sea ice image, explaining that both images were taken in July. Have each group
use a different coloured chain to label the extent of the sea ice in their image on the map.
When both groups have finished, discuss what they notice between the summer sea ice
extent in 1979, 2003 and the ice shown on the map from 2012. Ask students what they think
might be causing the vast differences in sea ice cover over the past 30 years? Some students
are likely to mention global warming. Ask students what they think this term means. Do they
have any idea what is causing global warming?
Global warming
Explain that global temperatures have been rising because of an increase in human
activities that release carbon dioxide (CO2) and other greenhouse gases into the
atmosphere. Explain that CO2 is a colourless, odourless gas that naturally occurs in our
environment, however too much of it is bad and traps heat in the Earth’s atmosphere,
causing the planet to warm. Ask students what sorts of human activities may increase
the amount of C02 in the atmosphere and discuss various possibilities. Explain that since
the Industrial Revolution in the 18th century, CO2 emissions — including the burning of
carbon-based fossil fuels and land use changes (primarily deforestation) — have rapidly
increased in the atmosphere.
The Arctic is one of the places where these warming effects are the most prominent and
can be observed through dwindling multi-year sea ice. Highlight the white ice and snow
on the NASA images and explain that they reflect heat back into the atmosphere, while the
blue (from oceans) and green (from forests) reflect less. Therefore, less white means less
heat reflection and more heat absorption. Consequently, the effects of greenhouse gases are
magnified in the Arctic as the sea ice melts and even more heat is absorbed.
UK/Canada Arctic Circumpolar | Teacher’s Guide | Lesson 4 | Page 14
4
Arctic Ice and
Climate Change
Ask students why it is so dangerous for the world to become warmer? Explain that even a
seemingly slight average temperature rise is enough to dramatically transform our planet.
Ask students if they are familiar with the effects of climate change? Explain that this is a
complicated topic, but some of the following will, or has already, started to happen:
• Sea levels will rise as ice melts, especially at the Earth’s poles.
• More wildlife will become extinct as their habitat changes (gets warmer) and/or is lost
(deforestation, urbanization).
• Species that depend on one another may become out of sync. For example, plants could
bloom earlier than their pollinating insects become active.
• Precipitation (rain and snowfall) has increased across the globe, on average.
• Floods and droughts will become more common. Less fresh water will be available.
• Some diseases will spread, such as malaria carried by mosquitoes.
• Hurricanes and other storms are likely to become stronger
Finally, ask students to contemplate how the sea ice in the Arctic will change in the next few
decades. Have students use the final coloured chain to map where they think the Arctic sea
ice will be in 2050. Ask students what would happen if all CO2 emissions stopped tomorrow.
Explain to students that even if CO2 emissions stopped, it does not mean that the sea ice
would immediately come back.
What is the United Kingdom doing to help?
At the Paris Climate Conference (COP21) in December 2015, the United Kingdom was one of
195 countries to sign a legally binding global climate deal. The agreement sets out a global
action plan to put the world on track to avoid dangerous climate change by limiting global
warming to well below 2 C. The agreement is due to enter into force in 2020.
According to the gov.uk website:
“The government is working at home and abroad to adapt to the effects of climate change
and reduce greenhouse gas emissions by investing in low-carbon energy sources, improving fuel
standards in cars and increasing energy efficiency wherever possible.”
“The UK has also committed up to £720 million to the Green Climate Fund, joining other
major economies to help developing countries adapt to climate change and go low-carbon.”
Plenary
In pairs, have students summarize the topic of global warming in five sentences and share
their summaries with the class.
UK/Canada Arctic Circumpolar | Teacher’s Guide | Lesson 4 | Page 15
5
Objectives of
this lesson:
• To understand the
motivational factors of Arctic
exploration (past, present
and future)
• To understand the challenges
facing Arctic explorers (past,
present and future)
• To learn examples of
explorers from the past
Time:
Exploring
the Arctic
Starter
If students have not been on the Giant Floor Map in a previous lesson, allow them time to
explore the map and make their own connections. Encourage them to look for familiar place
names and geographic features. Ask students to determine the type of map they are looking
at (physical) and what they think each colour represents.
Explain to students that the Giant Floor Map is a circumpolar map. Distribute the hand-held
legends and allow students time to explore the map again and draw new conclusions.
Using the inflatable globe as a demonstration tool, have students name and locate the
continents and find the United Kingdom. Then, turn the globe so that the North Pole is
facing students (circumpolar view). Identify some of the countries and points of interest on
the globe and have students find these places on the Giant Floor Map.
60-90 minutes
Why Explore the Arctic? (Motivations)
Age:
Begin the lesson by reading the following excerpt:
KS2 Years 5/6
Materials:
• Inflatable globe
• Hand-held legends
• Motivational factor cards
(discovery, economics,
science)
• Choose your own
adventure cards (climate,
geography, health)
• Dry-erase pens
• Early explorer cards
• Cones
National Curriculum
Objectives KS2:
• Describe and understand
key aspects of human
geography, including: types
of settlement and land
use, economic activity
including trade links, and
the distribution of natural
resources including energy,
food, minerals and water
There appears to be but one wish amongst the whole of the inhabitants of this country, from
the humblest individual to the highest in the realm, that the enterprise in which the officers
and crew are about to be engaged may be attended with success, and that the brave seamen
employed in the undertaking, may return with honour and health to their native land.
- The Times, May 19, 1845, announcing the departure of the 1845-48 British Arctic
Expedition led by Sir John Franklin to discover the Northwest Passage.
Have students imagine that it is the year 1845 in Great Britain. Ask them why they think
people wanted to explore the Arctic. Allow students time to discuss their thoughts in small
groups and then share their ideas with the class.
Explain to students that there are three main factors that motivated people to explore the
Arctic. Give the discovery card to a volunteer and ask him/her to read it to the class. Ask two
more volunteers to read the economics and science cards. Did students’ ideas about why
people wanted to explore the Arctic fall under one of these categories? Do they have any new
ideas? Have students use the map to explain their answers.
The challenges of exploring the Arctic
Divide your class into three groups of explorers. Ask students to use the Giant Floor Map to
describe the challenges faced by early explorers. Discuss various ideas and explain that most
challenges fall under three categories: climate, geography and health.
Next, introduce the choose your own adventure activity.
UK/Canada Arctic Circumpolar | Teacher’s Guide | Lesson 5 | Page 16
5
Exploring
the Arctic
Read the following:
It is the year 1845 and you are a captain in the Royal Navy. The admiral puts you in
charge of an expedition to the North Pole from the starting point listed on your card. You
will be responsible for a large crew and the journey could take years. Your ships are able
to sail about 80 kilometres per day and can only travel in the summer months when the
ice is clear. You are responsible for planning your voyage and showing it on the Giant
Floor Map. In addition to the route, you will have to consider three major challenges
in the Arctic: climate, geography and your crew’s health. Remember, the lives of your
crewmembers are in your hands and your reputation is at stake. You will need to make
wise choices. Good luck.
Hand out the choose your own adventure cards and dry-erase pens to each group and allow
students approximately ten to 15 minutes to map their routes, discuss their choices and
justify their decisions. Once students have finished, have each group present their route to
the class.
Best answers for the climate card
Selecting proper clothing for your crew is essential for survival in the North. Having learned
from previous expeditions and interactions with Inuit communities, you know that cotton is a
poor choice because it is a bad insulator and is very difficult to dry. Lambswool, animal pelts
and sealskin are all good insulators, although sealskin and pelts are heavy to wear. Fabrics
such as Gore-tex did not exist at that time.
The best option would be a combination of lambswool and animal pelts as an inner layer and
sealskin as an outer layer.
Best answers for the geography card
The geography of the Arctic is very difficult to navigate for novice explorers. Travelling on
foot is not an efficient option; it takes too much energy and it is too difficult to carry enough
food for the journey. Skiing is more efficient than walking, but it is also difficult to carry heavy
loads. Dog sleds are a good option, however the dogs need to be fed and the Royal Navy (in
1845) considers dog sleds to be an uncivilized way to travel. Ships are effective as they can
carry large loads and travel relatively quickly when weather permits. However when the sea
freezes, they become stuck in the ice (ice-breaker ships had not yet been invented).
The best option would be to travel as far north as possible by ship until the water freezes
over. Then proceed by ski, dogsled or by foot. Have students used the map to explain how
they would complete their journey.
UK/Canada Arctic Circumpolar | Teacher’s Guide | Lesson 5 | Page 17
5
Exploring
the Arctic
Best answers for the health card
Live animals, fruits and vegetables will not keep for very long, and are therefore not a sensible
choice. Hunting seals, as demonstrated by the Inuit, is a good idea and the meat very
nutritious. Dried foods, such as flour, biscuits and nuts, will help crewmembers get enough
calories but lack vitamins, especially vitamin C. If your crew doesn’t eat enough vitamin
C, they can get scurvy. Tinned food seems like a good option, but unfortunately canning
techniques in 1845 remove vitamins from the food and can cause lead poisoning.
The best option would be a mix of dried food and foraging for plants and animals when
possible. Students may note here that it would have been impossible for early explorers
to meet their dietary needs for long expeditions. Have your students look at the map and
identify places along their route where they may be able to forage for plants and animals.
Review
Finally, ask students to consider the choices they made and score their own group’s answer
out of ten. A representative from each group should explain to the class their final choices,
score and any changes they would make to their route.
Arctic explorers
Using the early explorer cards, read the facts about an explorer’s life to the class. Using
as many cards as you wish, have pairs of students locate various points on the map that
were relevant to the lives of early explorers and their expeditions. Have students explain the
importance of their points on the map to the rest of the class.
Present explorers
Ask students if they can recall the three motivating factors of Arctic exploration (discovery,
economics and science). Explain that the motivations of modern explorers remain much the
same as those of the past, except the order of importance has changed:
Science – the Arctic environment continues to provide a unique resource for
scientific research.
Discovery – although the Arctic has been comprehensively mapped, territorial
disputes continue to occur, particularly as oil has been discovered on the seabed of
many Arctic regions.
Economics – routes for transporting goods around the world remain important for
global trade.
UK/Canada Arctic Circumpolar | Teacher’s Guide | Lesson 5 | Page 18
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Exploring
the Arctic
Ask students how today’s explorers might overcome these challenges with modern
technology. Ask them to share their ideas using the Giant Floor Map.
Explain that the challenges for modern explorers also remain much the same. Technology has
helped humankind overcome some of the past challenges; heating and insulation technology
has improved; dietary knowledge and understanding, as well as food preservation techniques
have improved; cartography of the Arctic is much more precise due to aerial and satellite
surveillance. However, sustaining life within the Arctic Circle remains fraught with danger.
Future exploration
Arctic exploration will continue, although the changing environment reveals new avenues of
exploration. Global warming is causing the ice in the Arctic to recede, which may lead to an
increase in sea traffic through the Arctic. For example, throughout the summer of 2016, a
luxury tourist cruise liner traversed the Northwest Passage. Although it has historically been
too expensive to send cargo ships through the Northwest Passage, if the ice continues to
recede, tankers and other ships could ply the Arctic waters with increasing frequency.
Plenary
Play a classroom version of the BBC Radio 4 show “Just a Minute” on the topic of Arctic
explorers. Choose a student to start as the speaker. Have them speak on the topic for a
length of time (start with 30 seconds). Once the speaker is finished, other students may
challenge him/her (by putting up their hand) for any of the following reasons:
• Hesitation - the easiest challenge, awarded if the speaker “ums” and “ahs.” You can
decide as a group how lenient to be at first.
• Repetition - the speaker is not allowed to repeat any words or phrases which are not
contained in the topic title itself, although pronouns, prepositions, etc., can be repeated.
UK/Canada Arctic Circumpolar | Teacher’s Guide | Lesson 5 | Page 19