Penguin Nesting Sites

Overview

In lesson 3 of 6, students learn how Magellanic penguins breed in Ushuaia, Argentina, and why a safe coastal nesting site is important. They use simple symbols and a key to design and build a model nesting site, building on earlier learning about locating places and recognising land and ocean features.

Learning intentions

• WALT locate Ushuaia and identify it as a coastal place.
• WALT describe how Magellanic penguins use burrows to lay eggs and raise chicks.
• WALT use simple symbols, colours and a key to show features of a nesting site.
• WALT work cooperatively to create and explain a model habitat.

Success criteria

• I can show Ushuaia on a map and identify the nearby ocean.
• I can explain that Magellanic penguins use sheltered burrows for breeding.
• I can include food, water, shelter and a safe path in my model.
• I can use a key to explain the symbols or colours in my design.

Curriculum links

• Geography — Location at different scales: using a map or globe to find New Zealand and other places, including Ushuaia.
• Geography — Location at different scales: using simple keys, symbols and colours to recognise land and ocean features.
• Geography — Location at different scales: using simple symbols and keys to create simple maps.
• Geography — Coastal environments and wildlife: identifying coastal habitats that support birds and animals adapted to life near the sea.

Lesson structure (30 minutes)

1. 0–4 min · Hook and locate. Open with the introduction and location slides, showing a striking image of a Magellanic penguin beside a burrow and asking, “Where would you choose to raise a chick: in the open or in a sheltered burrow?” Show Ushuaia on a simple map of South America and identify the coast and ocean. Students share a prediction with a partner, then point to the land and ocean on the displayed map.

2. 4–9 min · Teach the breeding environment. Use the penguin breeding slides to explain that Magellanic penguins return to coastal areas around Ushuaia to breed. A pair uses a burrow or sheltered space, lays eggs, and takes turns keeping the eggs and chicks safe while the adults find food at sea. Emphasise that the model will represent a habitat, not a real penguin nest. Students act out or sequence the simple pattern: burrow, eggs, chick, adult searching for food.

3. 9–12 min · Model a map key. Demonstrate the design task with the symbols and instructions slides. On the board, draw a shoreline, ocean, burrow, grass or soil, food area and safe path; add a simple key, such as blue for ocean, brown for burrow and green for vegetation. Distribute the penguin nesting-site design sheet to each group. Students help identify which features belong in a safe coastal nesting site.

4. 12–23 min · Build and design. Place students in five groups of four and provide each group with a shallow tray or sheet of card, paper, blocks, natural materials and craft supplies. Students first sketch their plan on the worksheet, then create a model nesting site with a burrow, shoreline, ocean, shelter and food area. They add a small key using at least three symbols or colours. Circulate and ask, “How does this shelter protect the eggs?” and “How will the adult reach the ocean?” Students share materials, take turns and explain their decisions.

5. 23–27 min · Gallery walk and explain. Display the gallery-walk prompts and invite groups to leave their models in place while students quietly visit two other designs. At each model, students identify one feature from the key and discuss whether it would help a penguin stay safe. Groups briefly present one design choice and its purpose.

6. 27–30 min · Plenary and check. Return to the recap and exit-question slide. Ask, “Why is a coastal burrow useful for a breeding penguin?” and “What does a key help us understand?” Students complete the final prompt on the reflection section by drawing one important nesting feature and completing: “A penguin needs ______ because ______.” Collect worksheets and listen for accurate use of shelter, coast, ocean, eggs and chicks.

Resources

• the Penguins of Antarctica Adventure teaching deck
• the penguin nesting-site design sheet
• Simple map showing South America, Ushuaia and the surrounding ocean
• Five shallow trays or large sheets of card
• Brown, blue and green paper; crayons or felt-tip pens
• Clean craft materials: blocks, stones, twigs, paper, cardboard tubes and fabric
• Glue sticks and child-safe scissors
• Small penguin pictures or counters
• Board or display space for the class key

Assessment

• During discussion, check whether students can locate the coast and explain that breeding involves eggs, chicks, adult care and shelter.
• During construction, use questioning to assess whether students connect each model feature to a penguin’s needs and use a key consistently.
• Review the worksheet drawing and sentence for evidence that students understand the purpose of a coastal nesting site.

Differentiation

• Provide a partially completed map, a visual word bank and picture symbols for students who need support. Offer sentence starters such as “The burrow helps because…” and “The blue symbol means…”.
• Pair students strategically and assign flexible roles such as designer, builder, materials manager and speaker; allow students to demonstrate understanding orally, through drawing or by pointing.
• For EAL learners, pre-teach and repeat key words with gestures and images: coast, ocean, burrow, egg, chick, shelter and food. Accept home-language discussion before sharing in English.
• Extend confident learners by asking them to add a second burrow, a danger to avoid, or a route showing how an adult travels between the nest and ocean. They can explain how their key makes the model easier to understand.