Discovering Antarctica

Overview

In this first lesson of Antarctica Story Explorers, tamariki use photographs, a globe and movement to build a shared picture of Te Kōpaka Runga (Antarctica) as a cold, icy place. They connect new ideas with their experiences, practise asking and answering questions, and begin an interactive flip book that will develop across the four-lesson unit.

Learning intentions

• WALT identify and describe features of Antarctica.
• WALT use new English and te reo Māori kupu when talking about images and experiences.
• WALT ask and answer what, when, who, where, how and if questions.
• WALT listen, take turns and share ideas in a story circle.
• WALT hear and separate sounds in simple CVC words.

Success criteria

• I can say what I can see in an Antarctica picture.
• I can ask a question and listen for my partner’s answer.
• I can use words such as ice, snow, ocean, mountain, wind, cold, light and dark, and some kupu Māori.
• I can stretch and separate sounds in words such as sun, map, ice and cold.

Curriculum links

• English — Critical Analysis: Interpretations and connections; making personal connections to characters, ideas and experiences in texts.
• English — Communication for Learning: Reflective and strategic communication; using comparative and explanatory language to express feelings, opinions and preferences.
• English — Reading: Comprehension strategies; using pictures and visual features to understand ideas not fully explained in words.
• Te Mātaiaho learning competencies: listening and responding, communicating ideas, making connections and reflecting on learning.

Lesson structure (45 minutes)

1. 0–5 min · Hook and movement. Open with the opening Antarctica image and ask, “What do you notice? How might this place feel?” Show a striking photograph of ice and briefly introduce Te Kōpaka Runga as Antarctica. Students silently observe, then use their bodies to show cold, wind, ice, snow, light and dark; invite a few children to explain their movement.

2. 5–13 min · Explore place and vocabulary. Use the globe and vocabulary slides alongside a globe, locating Aotearoa and Antarctica. Model and revisit the words ice, snow, ocean, mountain, wind, cold, light and dark, and the kupu hau (wind), haupapa (frost/ice) and hukapapa (ice sheet), moana (ocean) and maunga (mountain). Students repeat, act out or point to each word, then compare Antarctica with Aotearoa: “Antarctica is colder than Aotearoa”; “Our moana is not covered in ice.” Offer the sentence starters: “Antarctica is…”, “Antarctica has…”, and “I learned…”.

3. 13–23 min · Story circle questions. Place five child-friendly photographs or picture cards in the centre. Model with one picture: “I can see ___,” “Where is ___?” and “I wonder if ___.” Explain that questions can begin with what, when, who, where, how or if. In a five-child story circle, each child chooses or receives a picture and speaks with a partner. Partners ask one question and answer using the image or a personal experience, then swap roles. Prompt turn-taking with “My turn” and “Your turn”. Encourage children to use “I can see…”, “I wonder…”, or “Antarctica has…” when responding.

4. 23–34 min · Build the interactive flip book. Distribute the Antarctica interactive flip-book template. Model folding and completing the map flap: draw or paste Antarctica in relation to Aotearoa. Students add a labelled picture showing at least two features, such as ice, snow, moana or maunga, then complete the Aotearoa comparison flap with teacher support. Scribe children’s dictated sentences where needed, encouraging “I can see ___”, “Antarctica has ___”, “Antarctica is ___”, and a comparison such as “Antarctica is colder than Aotearoa.” Keep completed books for the next lesson.

5. 34–41 min · Sound work. Revisit sun, map, ice and cold using sound dots and four sound boxes on the sound-work slides. Model stretching each word, noticing that ice has three phonemes and cold has four. Students orally blend and segment the words, pushing a counter into a box for each sound, then build one or two words with magnetic letters. Scribe responses or provide oral blending first for children who are not yet ready to write.

6. 41–45 min · Share and reflect. Return to the reflection slide. Each child completes one sentence orally or in their writing response: “I can see ___,” “I wonder ___,” “Antarctica is ___ than Aotearoa,” “Antarctica has ___,” or “I learned ___.” Ask children to show with fingers one, two or three how confidently they used a question or new word. Briefly celebrate careful listening and collect the flip books.

Resources

• Globe
• Antarctica and Aotearoa photographs or picture cards
• the Antarctica exploration slide deck
• the Antarctica interactive flip-book template
• Magnetic letters
• Sound boxes, counters and sound dots
• Pencils, crayons, scissors and glue
• Simple BSLA observation checklist
• Optional classroom map or world map

Assessment

• During the story circle, record whether each child asks or answers a question, takes a turn, listens to a partner and uses a relevant English or te reo Māori word.
• During sound work, note whether each child orally blends and segments sun, map, ice and cold, recording the number of phonemes identified accurately.
• Use the final oral sentence and flip-book contribution as evidence of picture-based comprehension, personal connection and comparative language. Record observations on the simple BSLA checklist.

Differentiation

• Provide picture cues, gestures and repeated oral rehearsal for vocabulary; accept pointing, actions or a home-language response before recasting in English.
• Offer sentence strips with “I can see ___,” “Where is ___?” and “I wonder if ___.” Pair a confident speaker with a child needing support, while ensuring both children have equal turns.
• For children developing phonological awareness, begin with sun and map, use counters before letters, and blend sounds orally. Provide magnetic letters and teacher scribing rather than requiring independent writing.
• Extend confident children by asking a follow-up how or why question, adding three labels to the picture, or making two comparisons between Antarctica and Aotearoa.