Tundra. Tundra Lesson plan (Polish) Lesson plan (English)

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Tundra

Lesson plan (Polish) Lesson plan (English)

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Link to the lesson

Before you start you should know

the relationship between the climate and the ﬂora and fauna of a given region;

the relationship between latitude, solar illumination and climate;

how the vegetation and the animal world change in the landscape zones situated closer to the equator.

You will learn

to describe the climatic conditions that give rise to tundra;

to demonstrate the relationship between the climate and the landscape of tundra;

to show on the map of the world where tundra occurs;

to talk about how tundra inhabitants adapt to its climate.

Nagranie dostępne na portalu epodreczniki.pl nagranie dźwiękowe abstraktu

The climate and landscape of tundra

The landscape zone called tundra stretches north of the taiga belt. The climate of tundra is even more severe than that of taiga. Most tundra areas are situated north of the Arctic Circle, which means that for a few days or even for many weeks, a phenomenon of the polar night occurs there, during which the Sun does not appear above the horizon even for a moment. Winters are very frosty and long. In summer, the midnight sun occurs the phenomenon of the polar day, but even then the sun is low above the horizon and provides little warmth. Summers are short (lasting about 6 – 8 weeks), cloudy and cold – the air temperature does not exceed 15 ° C. The wind blows all year round at a speed of 30 m/s or more.

A climograph of tundra

Source: Dariusz Adryan, licencja: CC BY 3.0.

Tundra

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Tundra distribu on map

Source: Aleksandra Ryczkowska, Wydawnictwo Edukacyjne Wiking, licencja: CC BY 3.0.

The climatic conditions are too harsh even for cold‑resistant coniferous trees. So far to the north, there are trees which shed their leaves, but they are completely different from our trees. The highest layer of plants consists of dwarf birch and willow trees, whose height does not exceed 30 cm. Their branches grow horizontally and can be several meters long. This enables them to withstand the wind. In winter, they are covered by a layer of snow, which protects them from frost. In all tundra regions, one can find mosses, lichens and very few flowering plants. In areas closer to the poles, these are the only plants growing there. All tundra regions are covered by permafrost: the soil is frozen from the surface to the depth of up to hundreds of meters. During the short summer, which lasts 2–3 months, only the top layer of the soil melts to a depth of no more than 1 meter. Dwarf trees, prostrate shrubs and flowering plants bloom in order to produce fruit and disperse their seeds before winter. The areas covered with tundra lie so close to the pole that in the winter you can see the unusual phenomenon of polar lights (aurora).

Auroras are produced when electrically charged particles from the Sun reach the Earth’s atmosphere.

Tundra

Source: Hannes Grobe, h p://commons.wikimedia.org, licencja: CC BY-SA 2.5.

Important!

Tundra has its equivalent in sections of the mountains – the dwarf pine level and alpina tundra (mountain meadows). The dwarf pine level corresponds to tundra areas overgrown by low trees, whereas alpine tundra resembles tundra areas further to the north. This is because the vegetation conditions in the upper sections of the mountains are similar to those existing in the tundra: the

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temperatures are low and the wind is strong.

The landscape of tundra wetlands.

Source: 12019, GroMar Sp. z o.o., licencja: CC BY-SA 3.0.

Inhabitants of tundra

Tundras are inhabited by very few people. Apart from herding, any agricultural activity is impossible here – the soils are too poor, the temperatures are too low and the wind – too strong. The local population makes a living from activities such as ﬁshing and hunting other sea animals (including seals and whales), as well as animals on land.

The tundras in North America were initially inhabited by the Inuit (also called Eskimos). The northern parts of Norway, Sweden, Finland and the European part of Russia are inhabited by Sami people. Apart from hunting and ﬁshing, they mainly raise raindeer. There are also many other small nations inhabiting the vast areas of the Siberian tundra, e.g. Chukchi people, who engage in similar activities.

In tundra areas, there are numerous raw materials, e.g. deposits of precious stones in Siberia or oil in Alaska. Employees of industrial plants there include Russians, Norwegians, Americans, Canadians and people of other nationalities. Some inhabitants of tundra regions live there permanently while others only come for a certain period of time.

Reindeer herds are a source of sustenance for many Sami people.

Source: KRiemer, h p://pixabay.com, licencja: CC 0 1.0.

Warning!

Due to the technological and civilization progress, fewer and fewer groups of people from the indigenous nations living in tundra engage in traditional activities or maintain their traditional lifestyle. Their native languages disappear too.

Exercise 1

Choose adjectives that describe the winter in the tundra warm

long

summer-like mild

hot

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frosty Exercise 2

Choose adjectives that describe the summer in the tundra..

cloudy cool short

scorching hot sunny

long Exercise 3

Decide if the following statement is true or false.

True False

Tundra occurs in the northern and southern hemispheres.

□ □

In the summer, wetlands prevail in many areas of the

tundra.

□ □

During the polar night, the phenomenon of polar lights (aurora) can be observed.

□ □

Summary

In the tundra you can observe the phenomenon of the polar day and of the polar night.

Summers in the tundra are short, cold and cloudy, while winters are long, windy and frosty.

The tundra vegetation mainly consists of mosses, lichens and very few herbaceous plants, as well as dwarf trees.

Traditionally, tundra inhabitants engage in ﬁshing, hunt for sea mammals and raise reindeer.

Keywords

tundra, polar night, polar day, wetlands, Inuit, Sami people

Glossary

polar night

Nagranie dostępne na portalu epodreczniki.pl nagranie dźwiękowe słówka

noc polarna – zjawisko utrzymywania się Słońca przez przynajmniej całą dobę poniżej linii horyzontu polar day

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dzień polarny zjawisko utrzymywania się Słońca przez przynajmniej całą dobę powyżej linii horyzontu tundra

tundra – występują w niej jedynie mchy i porosty, nieliczne trawy, karłowate drzewa, niewielkie krzewy i krzewinki

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Lesson plan (Polish)

Temat: Tundra

Materiał uzupełniający do wykorzystania na lekcjach w grupie przedmiotów przyrodniczych (przyroda, biologia, chemia, geograﬁa, ﬁzyka), zajęciach dodatkowych, kołach zainteresowań. Może służyć jako zasób poszerzający wiedzę, przygotowujący uczniów do konkursów przyrodniczych.

Adresat

Uczniowie klasy V szkoły podstawowej (geograﬁa).

Podstawa programowa Klasa V Geograﬁa

IV. Krajobrazy świata: wilgotnego lasu równikowego i lasu strefy umiarkowanej, sawanny i stepu, pustyni gorącej i lodowej, tajgi i tundry, śródziemnomorski, wysokogórski Himalajów; strefowość a piętrowość klimatyczno‑roślinna na świecie. Uczeń:

3) przedstawia główne cechy i porównuje poznawane krajobrazy świata oraz rozpoznaje je w opisach, na ﬁlmach i ilustracjach;

Ogólny cel kształcenia

Uczniowie charakteryzują warunki panujące w tundrze.

Kompetencje kluczowe

porozumiewanie się w językach obcych;

kompetencje informatyczne;

umiejętność uczenia się.

Kryteria sukcesu Uczeń nauczy się:

opisywać warunki klimatyczne, w jakich powstaje tundra;

wykazywać istnienie związku między klimatem a krajobrazem tundry;

wskazywać na mapie świata obszary, na których występuje tundra;

opowiadać, jak mieszkańcy tundry przystosowują się do panującego tam klimatu.

Metody/techniki kształcenia aktywizujące

dyskusja.

podające

pogadanka.

programowane

z użyciem komputera;

z użyciem e‑podręcznika.

praktyczne

ćwiczeń przedmiotowych.

Formy pracy

praca indywidualna;

praca w parach;

praca w grupach;

praca całego zespołu klasowego.

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Środki dydaktyczne e‑podręcznik;

zeszyt i kredki lub pisaki;

tablica interaktywna, tablety/komputery;

duże arkusze papieru z zarysem kontynentów, klej, nożyczki, kredki.

Przebieg lekcji Przed lekcją

Przed lekcją nauczyciel prosi uczniów, aby poszukali w kolorowych czasopismach, Internecie niewielkich zdjęć krajobrazów charakterystycznych dla tundry.

Faza wstępna

Prowadzący lekcję określa cel zajęć i wspólnie z uczniami ustala kryteria sukcesu.

Nauczyciel odtwarza nagranie abstraktu dla wszystkich uczniów. Uczestnicy zajęć słuchają uważnie i udzielają informacji zwrotnej dotyczącej trudności wysłuchanego tekstu z wykorzystaniem metody świateł. Uczniowie są wyposażeni w kartki koloru: zielonego, żółtego i czerwonego. Podczas

słuchania nagrania wystawiają odpowiedni kolor w celu samooceny i poinformowania nauczyciela:

zielony – daję sobie świetnie radę, wszystko rozumiem;

żółty – mam pewne wątpliwości;

czerwony – nic nie rozumiem, proszę o pomoc.

Nauczyciel reaguje w zależności od potrzeb uczniów, decydując się na powtórne odtworzenie nagrania, słuchanie nagrania z jednoczesnym śledzeniem tekstu wzrokiem lub tłumaczeniem tekstu.

Faza realizacyjna

Nauczyciel wykorzystuje tekst abstraktu do pracy indywidualnej lub w parach według następujących kroków: 1) pobieżne przejrzenie tekstu, 2) postawienie pytań, 3) dokładne czytanie, 4) streszczenie poszczególnych części tekstu, 5) powtórzenie treści lub przeczytanie całego tekstu.

Uczniowie dobierają się w grupy. Każdy zespół na arkuszach papieru z zarysem kontynentów zaznacza tereny występowania tundry i wykonuje kolaż krajobrazów tundry.

Uczniowie utrwalają zdobyte informacje, omawiając je ze swoimi najbliższymi sąsiadami (metoda

„powiedz sąsiadowi”).

Uczestnicy zajęć zapoznają się z treścią przedstawioną na ilustracji interaktywnej. Następnie nauczyciel omawia z uczniami poznane zagadnienia.

Uczniowie samodzielnie wykonują zamieszczone w abstrakcie ćwiczenia interaktywne sprawdzające stopień opanowania wiadomości poznanych w czasie lekcji. Nauczyciel inicjuje dyskusję, w trakcie której omówione zostają prawidłowe rozwiązania wszystkich ćwiczeń samodzielnie wykonanych przez uczniów.

Faza podsumowująca

Nauczyciel prosi uczniów, aby dokończyli zdanie: Tundra różni się od tajgi tym, że....

Na zakończenie zajęć nauczyciel pyta: Gdyby z przedstawionego na lekcji materiału miałaby odbyć się kartkówka, jakie pytania waszym zdaniem powinny zostać zadane? Gdyby uczniowie nie wyczerpali najistotniejszych zagadnień, nauczyciel może uzupełnić ich propozycje.

Praca domowa

Opracuj lap book z zagadnieniami poznanymi na lekcji i przynieś swoją pracę na następne zajęcia.

Odsłuchaj w domu nagrania abstraktu. Zwróć uwagę na wymowę, akcent i intonację. Naucz się prawidłowo wymawiać poznane na lekcji słówka.

W tej lekcji zostaną użyte m.in. następujące pojęcia oraz nagrania

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Pojęcia

polar night

Teksty i nagrania

Tundra

The landscape zone called tundra stretches north of the taiga belt. The climate of tundra is even more severe than that of taiga. Most tundra areas are situated north of the Arctic Circle, which means that for a few days or even for many weeks, a phenomenon of the polar night occurs there, during which the Sun does not appear above the horizon even for a moment. Winters are very frosty and long. In summer, the midnight sun occurs the phenomenon of the polar day, but even then the sun is low above the horizon and provides little warmth. Summers are short (lasting about 6 – 8 weeks), cloudy and cold – the air temperature does not exceed 15 ° C. The wind blows all year round at a speed of 30 m/s or more.

The climatic conditions are too harsh even for cold‑resistant coniferous trees. So far to the north, there are trees which shed their leaves, but they are completely different from our trees. The highest layer of plants consists of dwarf birch and willow trees, whose height does not exceed 30 cm. Their branches grow horizontally and can be several meters long. This enables them to withstand the wind. In winter, they are covered by a layer of snow, which protects them from frost. In all tundra regions, one can find mosses, lichens and very few flowering plants. In areas closer to the poles, these are the only plants growing there. All tundra regions are covered by permafrost: the soil is frozen from the surface to the depth of up to hundreds of meters. During the short summer, which lasts 2–3 months, only the top layer of the soil melts to a depth of no more than 1 meter. Dwarf trees, prostrate shrubs and flowering plants bloom in order to produce fruit and disperse their seeds before winter. The areas covered with tundra

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lie so close to the pole that in the winter you can see the unusual phenomenon of polar lights (aurora).

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Lesson plan (English)

Topic: Tundra

Supplementary material for use in lessons in the group of natural sciences (nature, biology, chemistry, geography, physics), additional classes, science clubs. It can serve as a resource for expanding

knowledge, preparing students for science competitions.

Target group

5th‑grade students of elementary school (geography).

Core curriculum Grade V – Geography

IV. Landscapes of the world: humid equatorial forest and temperate forest, savannah and steppe, hot and ice desert, taiga and tundra, Mediterranean, high altitude Himalayas; zonation and climatological

vegetation in the world. Pupil:

3 ) presents the main features and compares the known landscapes of the world and recognizes them in descriptions, ﬁlms and illustrations;

General aim of education

Students characterize the conditions prevailing in the tundra.

Key competences

communication in foreign languages;

digital competence;

learning to learn.

Criteria for success The student will learn:

describe the climatic conditions in which the tundra arises;

demonstrate the relationship between the climate and the tundra landscape;

indicate the areas on which the tundra occurs on the world map;

tell how the inhabitants of the tundra adapt to the climate there.

Methods/techniques activating

discussion.

expository talk.

programmed

with computer;

with e‑textbook.

practical

exercices concerned.

Forms of work

individual activity;

activity in pairs;

activity in groups;

collective activity.

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Teaching aids e‑textbook;

notebook and crayons/felt‑tip pens;

interactive whiteboard, tablets/computers;

large sheets of paper with a continental outline, glue, scissors, crayons.

Lesson plan overview Before classes

Before the lesson, the teacher asks pupils to search for small photos of tundra‑like landscapes in colorful magazines..

Introduction

The teacher explains the aim of the lesson and together with students determines the success criteria to be achieved.

The teacher plays the abstract recording for all students. Participants listen carefully and give feedback on the difﬁculty of the text being heard using the trafﬁc light method. Students are provided with green, yellow and red cards. While listening to the recording, they display the appropriate color for self‑assessment and to inform the teacher:

green - I'm ﬁne, I understand everything;

yellow - I have some doubts;

red - I do not understand anything, please help.

The teacher responds depending on the needs of the students, deciding to repeat the recording, listen to the recording while following the text or translate the text.

Realization

The teacher uses the text of the abstract for individual work or in pairs, according to the following steps: 1) a sketchy review of the text, 2) asking questions, 3) accurate reading, 4) a summary of individual parts of the text, 5) repeating the content or reading the entire text.

Students are selected into groups. Each team on sheets of paper with a continental outline marks the areas where the tundra is present and makes a collage of tundra landscapes.

The students consolidate the acquired information, discussing it with their nearest neighbors („tell your neighbor” method).

Participants familiarize themselves with the content presented in the interactive illustration. Then the teacher discusses the issues with the students.

Students carry out the interactive exercises checking the level of knowledge learned during the lesson. The teacher initiates a discussion during which the correct solutions for all the exercises performed by the students are discussed.

Summary

The teacher asks students to ﬁnish the sentence: Tundra differs from taiga in that....

At the end of the lesson the teacher asks: If there was going to be a test on the material we have covered today, what questions do you think would you have to answer? If the students do not manage to name all the most important questions, the teacher may complement their suggestions.

Homework

Develop a lap book containing issues learned during the lesson and bring your work to the next class.

Listen to the abstract recording at home. Pay attention to pronunciation, accent and intonation.

Learn to pronounce the words learned during the lesson.

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The following terms and recordings will be used during this lesson

Terms

polar night

Texts and recordings

Tundra

The landscape zone called tundra stretches north of the taiga belt. The climate of tundra is even more severe than that of taiga. Most tundra areas are situated north of the Arctic Circle, which means that for a few days or even for many weeks, a phenomenon of the polar night occurs there, during which the Sun does not appear above the horizon even for a moment. Winters are very frosty and long. In summer, the midnight sun occurs the phenomenon of the polar day, but even then the sun is low above the horizon and provides little warmth. Summers are short (lasting about 6 – 8 weeks), cloudy and cold – the air temperature does not exceed 15 ° C. The wind blows all year round at a speed of 30 m/s or more.

The climatic conditions are too harsh even for cold‑resistant coniferous trees. So far to the north, there are trees which shed their leaves, but they are completely different from our trees. The highest layer of plants consists of dwarf birch and willow trees, whose height does not exceed 30 cm. Their branches grow horizontally and can be several meters long. This enables them to withstand the wind. In winter, they are covered by a layer of snow, which protects them from frost. In all tundra regions, one can ﬁnd mosses, lichens and very few ﬂowering plants. In areas closer to the poles, these are the only plants growing there. All tundra regions are covered by permafrost: the soil is frozen from the surface to the depth of up to hundreds of meters. During the short summer, which lasts 2–3 months, only the top layer

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of the soil melts to a depth of no more than 1 meter. Dwarf trees, prostrate shrubs and ﬂowering plants bloom in order to produce fruit and disperse their seeds before winter. The areas covered with tundra lie so close to the pole that in the winter you can see the unusual phenomenon of polar lights (aurora).