Geography · Year 1 · Hot and Cold Places · Summer Term

Exploring the North and South Poles

Investigating the icy landscapes of the Arctic and Antarctic.

• National Curriculum Attainment Targets
• KS1: Geography - Locational Knowledge

About This Topic

At the very top and bottom of our world lie the North and South Poles, the coldest places on Earth. This topic explores the icy landscapes of the Arctic and Antarctic, meeting the National Curriculum target for pupils to identify the location of hot and cold areas of the world in relation to the North and South Poles.

Learning about the Poles introduces students to extreme physical geography and the unique animals that have adapted to survive there. It also highlights the difference between the Arctic (an ocean surrounded by land) and the Antarctic (a continent surrounded by ocean). By studying these regions, students develop an awareness of the Earth's fragile environments. Students grasp this concept faster through structured discussion and peer explanation using 'ice' sensory play or animal sorting activities.

Key Questions

1. Analyze animal survival strategies in perpetually frozen environments.
2. Explain the absence of trees at the Earth's Poles.
3. Differentiate between life at the North Pole and life at the South Pole.

Learning Objectives

• Identify the location of the Arctic and Antarctic regions on a world map.
• Compare the physical characteristics of the Arctic and Antarctic environments.
• Explain why trees do not grow at the Earth's Poles.
• Classify animals based on their adaptations for survival in polar regions.

Before You Start

Continents and Oceans

Why: Students need to be able to identify continents and oceans on a world map to locate the polar regions.

Basic Animal Needs

Why: Understanding that animals need food, water, and shelter is foundational for discussing survival adaptations in extreme environments.

Key Vocabulary

Arctic	The region around the North Pole, characterized by a frozen ocean surrounded by land.
Antarctic	The region around the South Pole, characterized by a large continent covered in ice, surrounded by ocean.
Permafrost	Ground that remains frozen for two or more consecutive years, found in polar and sub-polar regions.
Adaptation	A special feature or behavior that helps a living thing survive in its environment.

Watch Out for These Misconceptions

Common Misconception

Polar bears and penguins live together.

What to Teach Instead

This is a classic 'cartoon' error. Use a globe to show that they live at opposite ends of the world, and use peer teaching to reinforce that polar bears are in the North and penguins are in the South.

Common Misconception

The North Pole is a big island of land.

What to Teach Instead

Students often think both poles are land. Explain that the North Pole is actually just thick ice floating on the ocean, while the South Pole is a real continent with land under the ice.

Active Learning Ideas

Stations Rotation: Polar Life

Set up two stations: 'The Arctic' and 'The Antarctic'. Students must sort animal toys (e.g., polar bears for the Arctic, penguins for the Antarctic) to the correct pole and discuss why they live there.

30 min·Small Groups

Inquiry Circle: Keeping Warm

Students wrap one 'ice cube' in wool, one in foil, and leave one bare. They predict which will melt slowest and discuss how animals use 'blubber' (represented by the wool) to stay warm in the icy water.

40 min·Small Groups

Think-Pair-Share: North vs South

Show photos of the Arctic and Antarctic. Students think of one similarity and one difference, share with a partner, and then help the teacher create a Venn diagram on the board.

15 min·Pairs

Real-World Connections

• Polar researchers, like those at the British Antarctic Survey, study ice cores to understand past climates and monitor current environmental changes in Antarctica.
• Indigenous communities in the Arctic, such as the Inuit, have developed unique survival strategies and knowledge systems over generations to live in their cold environment.
• Tour operators offer expeditions to the Arctic and Antarctic, requiring skilled guides who understand the extreme weather conditions and wildlife.

Assessment Ideas

Exit Ticket

Provide students with a world map outline. Ask them to label the Arctic and Antarctic regions. Then, ask them to draw one animal that lives in each region and write one sentence explaining how it survives the cold.

Quick Check

Show students pictures of different polar animals (e.g., polar bear, penguin, seal, arctic fox). Ask them to sort the animals into two groups: 'Lives at the North Pole' and 'Lives at the South Pole.' Discuss their reasoning.

Discussion Prompt

Pose the question: 'Why are there no tall trees at the North Pole or South Pole?' Facilitate a class discussion, guiding students to consider factors like temperature, permafrost, and sunlight duration.

Frequently Asked Questions

How can active learning help students understand the Poles?

Active learning, such as the 'Keeping Warm' ice experiment, helps students understand the physical challenges of polar environments. By seeing how insulation works, they can better appreciate the amazing adaptations of polar animals and the difficulties humans face when exploring these regions.

Why are the Poles so cold?

Because the Earth is a sphere, the sun's rays hit the top and bottom at a slant, so the heat is 'spread out' and much weaker than at the Equator. Also, the white ice reflects the sun's heat back into space!

Do people live at the Poles?

In the Arctic, many indigenous people like the Inuit have lived there for thousands of years. In the Antarctic, only scientists live there for a short time to study the ice and animals.

What is the difference between the Arctic and Antarctic?

The Arctic is in the North and is mostly frozen ocean. The Antarctic is in the South and is a huge, icy continent. Remember: Polar bears in the North, Penguins in the South!