Get to Know New Species
Biology, Botany, Science
Younger students are introduced to new plant and animal species and scientific exploration through two KidsPost articles. These articles are found in the KidsPost — New Species collection.
“This sea grass is REALLY old,” a February 2012 article, explains how the age of sea grass discovered in the Mediterranean Sea is determined. “Really Old Sea Grass” provides study questions to use with the article.
Read the January 1, 2012, KidsPost article, “New animal species are found in Asia.” The short news article reports that more than 208 new species have been found in the Mekong River region. A map reading exercise and discussion questions are provided.
To learn about more new species read "From global sea census, a treasure trove." Post science writer Juliet Eilperin reports on the ten-year study of discovery, Census of Marine Life.
Teachers may wish to expand this lesson with a World Wildlife Federation short video, “Greater Mekong” and report, “New Blood: Greater Mekong, New Species Discoveries 2009. According to the report, an “average of 3 new species are recorded by scientists each week in the Greater Mekong.” Students could be placed in 11 groups to read the informative text of the report and plan a short presentation to introduce 11 new species to their classmates. Additional discoveries in 2011 are noted and pictured in “More Than 200 New Species Discovered in Mekong.”
To learn more about tigers and rare and endangered animals, review the previous Post INSIDE curriculum guide Sumatran Tiger.
Learn About Explorers
Geography, U.S. History, World History
Acquiring new riches, finding a Northwest Passage and claiming land for the sponsoring country motivated many early explorers. Captain James Cook took scientists and artists, including botanist Joseph Banks, aboard the Endeavor when he explored the South Pacific in 1768. This is just one of many voyages, individuals and discoveries that tell the story of exploration.
“Early Europeans Who Explored the Americas” lists explorers and the dates of main expeditions. This activity includes questions to guide students’ research. The instructions on the activity sheet are left to the minimum so teachers can add their own criteria and expected outcome.
Develop Vocabulary
English, Reading, Science, U.S. History
“Word Study: Discover the Roots of Explore and Adventure” ties to the theme of this Post curriculum guide. Although the lead of “Far below, new species emerge” is the springboard from which students are introduced to the etymologies, the Word Study can be used with several of the articles and suggested activities in this curriculum guide.
Before reading the following Washington Post articles, read and discuss the Word Study. Compare and contrast the individuals and endeavors in two to four articles. The articles provide many discussion and academic topics. Related to the etymology focus, questions could include:
• “Far below, new species emerge”: Who are the explorers in this expedition?
• “Exploring the abyss”: As filmmaker James Cameron solo dives to the ocean floor in Deepsea Challenger, is he an example of an explorer or an adventurer?
• “Man on a mission”: Enric Sala is a “National Geographic explorer — one of the few lucky souls who launch expeditions financed and documented by one of the nation’s most venerable institutions.” What is the job of a 21st-century explorer?
• “Fantastic Voyage”: Matt Rutherford has a goal for his voyage. What is it? In what ways is Rutherford an explorer? An adventurer?
Come to Conclusions
Geography, U.S. History, World History
The assignment teachers give to use the “We Explore” activity sheet may vary. Teachers may ask students to research one explorer — perhaps from those listed in “Early Europeans Who Explored the Americas.” Students could research an early and a more recent explorer in order to compare and contrast the expeditions. The assignment may be to draw conclusions after classmates have presented reports on different explorers.
Read a Map
Geography
Antarctica is a special continent in many ways. Familiarize students with its geographic location, climate and inhabitants before reading many of the articles in this curriculum guide.
Maps of Antarctica are included in this curriculum guide. A detailed map of Antarctica identifies many geographic features and current year-round research stations and the countries that manage them. Questions might include:
• Which islands are the closest to Antarctica?
• Which South American country is closest to Antarctica?
• Are the geographic and magnetic South Pole at the same location?
• In what mountain range is the Beardmore Glacier located?
• For whom were the following locations named: Bellingshausen Sea, Amundsen Sea, Scott Island, Ross Ice Shelf, Shackleton Ice Shelf and Vinson Massif.
Hunt for the South Pole
Science, World History
As two polar expeditions are commemorated, historians, scientists and the general public are considering the success and failure of both. In the one hundred years since British naval Capt. Robert F. Scott and Norwegian explorer Roald Amundsen set their sights on the South Pole, who has had a lasting influence?
Eric Niiler in his article, "What Scott Learned” focuses primarily on the Scott expedition. Before reading the article, teachers might introduce Antarctica on maps and discuss how it differs from other continents. Teachers may also discuss the concepts of “curiosity,” “scientific mind,” “expeditions and exploration” and “documentation.”
After students have read the article, teachers could ask students to answer the questions and do the activities found in the worksheet, “He lost the race to the South Pole but made discoveries for science,” found in Antarctica and Scott resources.
For more information on the fifth largest and coldest continent, its explorers and the work being done there, review the previous Post INSIDE curriculum guide, Antarctica.
Discover Captain Scott
Geography, Science, World History
Just as the United States has events taking place over four years to commemorate the Civil War, a series of world-wide initiatives commemorate Captain Robert Falcon Scott’s 1910-13 expedition. These events will provide opportunities to study Antarctica then and now, to explore the impact of this and other expeditions, and to investigate expeditions that feature scientific study and discoveries.
In addition to The Washington Post article, a number of online sources may be used to augment students’ understanding of the quest to be first to reach the South Pole. Eyewitness accounts are riveting. Scott’s Last Expedition, Volume 1, his journals from the polar project, may be downloaded at no charge at Project Gutenberg. If teachers wish to focus on the final days, “Doomed Expedition to the South Pole, 1912” provides the last day’s of Scott’s expedition to the South Pole as recorded in his journal.
Herbert Ponting, the expedition’s official photographer, taught Scott to use the camera. His and Scott’s photographs have been acquired by the Scott Polar Research Institute. Students could be asked to review the photographs and to write about what it would be like to live there for months.
Teachers may also wish to separate the class into different exploration camps. For example, Scott, Amundsen, Ross and Shackelton. Do the research, then debate the importance of each expedition, including the personality and role of the expedition’s leaders and impact of society and world conditions on the expedition.
Curate an Exhibit
Science, World History
Commemorative exhibitions are planned to remember events, provide perspective and to educate new generations. “Commemorate the Scott Expedition” provides guidelines for creating an exhibit of the Scott Expedition.
Teachers should decide if this project will be done as a mental exercise or if students will create an exhibition — a collection of dioramas, a display case or a virtual exhibit. The previous Post NIE curriculum guide, Museum Musings provides more information on setting up a display.