Project Based Learning Activity: Arctic Adventure
This project takes elements of research, writing, reading, science, math, and social studies to learn about the Arctic region. Students will learn about animals, climate, and geography then finish by completing six mini-projects.
The research portion of this project can be conducted using library books, science books, the Internet, and also includes a link to a Symbaloo board with access to over 30 sites with articles, videos, and images.
-Included are 11 individual pages of research activities for students to work through.
-There are 10 animals to research, along with a chance for students to pick their own.
-The final portion includes 6 mini-projects for students to complete. These are a mix of science, engineering, design, and creation. Most of the mini-projects can be completed using in-class supplies.
The mini-projects include building an igloo, designing a tower, building a dog sled, building a bridge, creating a polar bear, and finding a supply budget for a trip up north.
Students learn they will be traveling on an Arctic adventure in an effort to learn about animals, geography, and projects.
Students work together and brainstorm things they already know about the Arctic (including animals, landforms, weather, and size).
11,12 Cold Vocabulary
Students research vocabulary terms for the Arctic.
13 Arctic Region
Students locate areas on the earth in the Arctic
14 Arctic Climate
Students learn about the weather and climate in the Arctic.
15,16 Food Chain & Web
Students create two simple food chains and webs using animals in the Arctic.
17 Environmental Issues
Students research three issues the Arctic area faces.
18 Why We need It
Students write/learn about why the Arctic is needed.
19,20 Pack your Bags
Students picks items they’ll need for a trip to the Arctic.
21-31 Arctic Animals
Students research 10 animals that live in the Arctic region.
-Included is a blank version for students to pick their own animal if it is not listed.
32 Animal Location
Students use the world map to identify where some of these animals are located.
Students share their visit via social media.
34 On Top Of The World
Students answer three questions through drawing a picture or writing that pertain strictly to the Arctic region (Northern Lights, glaciers, 20 hours of light in a day).
35-50 Six Mini-Projects
Students are tasked with solving problems on their trip to the Arctic. This includes six different mini-projects they will encounter.
-Each project includes the Problem, Mission, Rules, and Supplies. -Most supplies can be found at school. Others needed include marshmallows, toothpicks, popsicle sticks, and more.
Build a Bridge
Includes a page for students to create two versions of blue prints and pick the best bridge. Then they build the real version.
Design a Dog Sled
Students use 15 popsicle sticks, glue, and scissors to build a dog sled.
-This includes two variations for building the bridge.
Build an Igloo
Students use marshmallows to build a self-standing igloo without any glue.
-This includes two variations for building the igloo.
Build a Weather Tower
Students use 15 index cards, tape, and scissors to build the tallest weather tower they can. It must be able to stand by itself.
Build a (Polar) Bear
Students use cotton balls and pipe cleaners to create a 3D version of Arctic animals. They may choose whichever animal they want.
Create a Supply Budget
Students create a supply budget for a trip using newspaper ads or ads on the internet. They will find totals, compare prices, and decide on the best items to bring. They can use their previous list to help with identifying items.
51-56 Projectibles of all Projects
Students locate areas on the earth in the Arctic.
As students work through each page, they will make their own decisions and choose the outcomes based on information they learn. By the end, all students will have completed the project, but each version will be based on the creator’s imagination, creativity, and knowledge base.
All pages can be geared towards multiple grade levels, although for some younger students the teacher may need to give more explicit instructions.
Students may choose to use multiple resources to complete each page. They might even choose to work with a partner, but you get final say on that.
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