What is the weather like during the Antarctic winter?
How do you think the penguins might be feeling?
What strategies do the penguins use to keep warm?
Encourage the students to think of a time when they felt very cold, as well as what they did to warm themselves up. Ask volunteers to share their experiences with the class.
Project a copy of the poem, When Winter Comes, on the board. Read the poem to the class. After reading, ask the students:
How is this weather similar to the weather depicted in the video clip?
How might humans feel during this type of weather?
What strategies do people use to keep warm?
Project the question page on the board. As a class, answer the questions about the poem, then brainstorm the ways in which people can keep warm in cold weather.
Choose one of the methods of keeping warm from the class brainstorm e.g. putting on warm clothes, standing near a fire or heater, having a warm bath or shower. Ask the students to suggest why this method enables people to stay or keep warm. Encourage and acknowledge all ideas at this point in time.
Write the following sentence beginning on the board: I am able to become warm again if I am cold because… .Ask the students to complete this sentence in their workbooks, recording their own ideas about how heat energy works.
Gather the class together and invite the students to share their sentences. These will be revisited and revised later in the unit.
In order to activate the students’ prior knowledge about heat energy, play a game of ‘Thumbs Up, Thumbs Down’. Ask the students a series of yes/no questions about heat. If they think the answer is yes, they make a ‘thumbs-up’ sign. If they think the answer is no, they make a ‘thumbs-down’ sign. If they are unsure, they put their thumb out to the side. Questions could include:
Can heat move?
Can heat be measured?
Can heat be shared?
Do all objects have heat?
Can people make heat?
Encourage more capable students to complete the poetry worksheet questions independently.
Encourage less confident students to participate in class discussions at a level at which they feel comfortable.
Suggested Assessment Strategies
used strategic whole class or individual questioning
observed student participation during learning activities