People in Antarctica

Overview

In the final lesson of Exploring Antarctica: A Class Adventure, students meet the people who make life and research possible in Antarctica. They learn that scientists, researchers and support staff have different responsibilities, then create artwork showing people working safely in the icy environment.

Learning intentions

• WALT identify people who work in Antarctica.
• WALT describe how these people help study and protect Antarctica.

Success criteria

• I can name people who work in Antarctica.
• I can explain how these people help study and protect Antarctica.

Curriculum links

• Geography — describing places through physical and human features.
• Geography — communicating ideas about landscapes and places across New Zealand and the world.
• Geography — recognising land and ocean features using simple colours, symbols or keys.
• Social Sciences — participating and contributing by listening, sharing ideas and working with others.

Lesson structure (30 minutes)

1. 0–4 min · Reconnect and hook. Open with the Antarctic mystery hook and show a striking image of a person in protective clothing beside ice and scientific equipment. Ask, “What might this person be doing, and what might they need to do their job?” Students turn and talk, then share observations without needing to identify the exact job.

2. 4–10 min · Meet the Antarctic team. Use the Antarctic workers slides to introduce a scientist or researcher studying ice, a weather observer measuring wind and temperature, an animal researcher observing penguins or seals, and support staff such as cooks, pilots, engineers or medical workers. Explain that people work together because Antarctica is cold, remote and challenging. Students match each person to an action by copying simple gestures: measuring, observing, flying, fixing or preparing food.

3. 10–14 min · Think like a worker. Return to the job-and-tool discussion slides and show simple visual examples such as an ice core, weather instrument, camera, helicopter, warm clothing and food supplies. Ask, “What question might this person be trying to answer?” and “How does this tool help?” Students choose one worker and complete the sentence orally: “The ___ studies/helps by ___.” Accept drawing, gesture or home-language responses as well as spoken English.

4. 14–24 min · Create Antarctic work artwork. Distribute the Antarctic worker artwork sheet. Model a quick example: draw a horizon, ice or ocean, a person wearing suitable protective clothing, one tool, and a clear action. Students choose one role and create a picture titled “Working in Antarctica”. Encourage them to add labels or a dictated sentence, such as “The scientist studies ice” or “The pilot helps the team travel.” Circulate and prompt with, “What is your person doing?” and “What in your picture shows Antarctica?”

5. 24–28 min · Partner gallery share. Students share their artwork with a partner using the frame, “My Antarctic worker is ___. They ___.” Partners identify one detail they notice and one question they have. Invite two or three students to show their work to the class, ensuring different roles are represented.

6. 28–30 min · Plenary and check. Show the final reflection slide with three picture prompts: person, job and Antarctic environment. Students point to or say one thing they learned. Finish by asking, “Why do Antarctic workers need to work as a team?” Record a few ideas for the class unit display.

Resources

• the Antarctic workers slide deck
• the Antarctic worker artwork sheet
• Projector or interactive whiteboard
• Drawing pencils, crayons or coloured pencils
• Black felt-tip pens for labels
• Examples or photographs of Antarctic clothing, tools and work
• Class display space for completed artwork

Assessment

• During discussion, listen for students identifying a worker and connecting that worker to a responsibility or tool.
• During artwork, check that each student represents a person working in an Antarctic environment and can explain the action shown through speech, drawing, gesture or assisted communication.
• Use the final response to note whether students understand that different workers have different roles and contribute to a shared purpose.

Differentiation

• Support students with picture choices, gestures, role names displayed on the board, and sentence frames: “This is a ___.” “They ___.” “They work in Antarctica because ___.”
• Provide a partially drawn horizon or stencil shapes for students who need support with fine-motor control. Adults can scribe labels or record an oral explanation.
• Allow students to draw, point, use gestures or respond in their home language before sharing an English word or sentence.
• Extend confident students by adding two workers who work together, including a labelled tool, or explaining how the job helps people learn about or care for Antarctica.
• Use brief, repeated instructions and a visual sequence: listen, choose, draw, share. Seat students where visuals are easy to see and offer a quiet working space if needed.