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Arctic Passage
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Classroom Activity
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Activity Summary
Students will plan a survival pack for severe Antarctic weather.
Learning Objectives
Students will be able to:
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copy of the "Icy Survival" student handout (PDF
or
HTML)
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copy of the "Antarctic Conditions Fact Sheet" student handout (PDF
or
HTML)
Background
One of the reasons that Roald Amundsen survived and conquered the
Northwest Passage when those before him had failed was that he chose
to work with the environment rather than try to conquer it. He set
sail in a small ship with a six-man crew and learned about survival
from the Inuit who live there. This approach served him well: In
1905 he became the first explorer to navigate the passage.
Though today's polar researchers have more knowledge of the terrain
and sophisticated navigational equipment, they, too, must think
ahead and prepare well when they are working on the ice. These
researchers often work in mobile teams that venture out on the ice
to do research. They bring survival equipment in case conditions
such as storms, accidents, or equipment failure prevent them from
returning to camp. In this activity, students plan a standard
survival pack that would enable them to endure severe Antarctic
weather for 24 hours.
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Organize students into teams of four and distribute the handouts
to each student.
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Have students identify pack items they consider essential or
not. After teams make their selections, have them compare lists,
discuss how they would use their items, and revise their packs
based on their discussions.
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To conclude, have students consider what they would need to
survive in a hot desert environment and compare items in both
cold and hot packs and their reasons for including each.
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As an extension, have students research and report on methods
the Inuit use to survive in the Arctic.
Conditions are so extreme in Antarctica that scientists expend more
energy on surviving than they do on research. In actuality there are
several types of survival packs. There are first-aid packs,
helicopter emergency transport packs, deep-field packs for those
working distances away from the base camp, and packs for crevasse
rescues. This activity uses a combination of items from the
helicopter and deep-field packs.
In a worst-case scenario, a group might have to wait out a storm in
order to make safe passage back to base camp. However, communication
and transportation systems have become so advanced that it is
unlikely anyone would be left for days. Students' choices for their
packs may vary. Each group should choose a total of 16 items: eight
items that are the same for each pack and eight items that are
shared by the group (two per pack). Use the chart to the right as a
general guide for determining essential and nonessential items.
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Possible items for survival pack
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Essential
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Not
Essential
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Why?
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individual first-aid kit
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X
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to treat wounds or illnesses
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sleeping bag, thermal sleeping pad
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X
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to hold body heat in and keep cold out
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socks/mittens/face mask
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X
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to have as spares in case originals are lost or get wet
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gorp (nuts and raisins mix), chocolate bar
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X
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high-energy carbohydrates to keep digestive system working and
release energy quickly
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dehydrated food
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X
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carbohydrates to keep body warm
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1/2 gallon water
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X
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to prevent dehydration (a serious problem in the dry
Antarctic), and to rehydrate food
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tent*
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X
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to provide shelter against wind and to protect body warmth
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backpacking stove/kerosene*
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X
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to warm food and water, which freeze in a pack, for eating
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matches*
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X
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to light stove
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pot and pan set*
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X
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to prepare hot water and cook food
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snow shovel/ice saw*
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X
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to build a snow wall to block wind for a tent, or to cut ice
to make a shelter
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sledgehammer*
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X
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to pound tent stakes into the frozen ground
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radio with spare batteries*
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X
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to communicate with rescue team
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signal mirror*
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X
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to signal rescue team
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camera, book, pictures of someone you love, rifle, toilet
paper
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X
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adds additional weight, not necessary to survive
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beef jerky, cheese, 1/2 loaf bread
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X
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unusable when frozen and not high enough carbohydrate energy
levels for quick energy release
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blanket
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X
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not as efficient for holding in heat as sleeping bag
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flashlight
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X
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not needed because there is constant daylight
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drill, journal/pencil
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X
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for research, not an emergency situation
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snowshoes
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X
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too cumbersome to carry; in severe weather, it is better to
stay put and wait for help or for storm to end
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suntan lotion
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X
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not needed because body will be protected by clothing
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insect repellant
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X
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essentially no insects in Antarctic
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cup/spoon
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X
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useful, but food can be eaten without these
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* shared group items
Web Sites
NOVA—Arctic Passage
www.pbs.org/nova/arctic
Learn about the predicted future of the Northwest Passage, gain
insight into Passage conqueror Roald Amundsen, see expedition maps,
read a note left by Franklin's surviving men, view Franklin
artifacts, and discover the secrets of building an igloo.
Sir John Franklin Expedition
www.canadiangeographic.ca/specialfeatures/franklinexpedition/default.asp
Details the expedition, and includes information about the ships and
their captain.
The Fate of Franklin
www.ric.edu/rpotter/SJFranklin.html
Provides an overview of the Franklin expedition, including
illustrations of Franklin, information about the Arctic region, and
details about modern-day searches for Franklin.
Books
Across the Top of the World
by James P. Delgato. Diane Publishing Company, 1999.
Describes tales and voyages of Arctic exploration and includes many
maps, photos, and images from different eras.
The Arctic Fox: Francis Leopold McClintock, Discoverer of the
Fate of Franklin
by David Murphy. The Collins Press, 2004.
Tells a chronological narrative of McClintock's discoveries and
draws upon private and published journals and letters.
Arctic Grail: The Quest for the Northwest Passage and the North
Pole, 1818-1909
by Pierre Berton. The Lyons Press, 2000.
Investigates the search for Sir John Franklin's lost expedition and
incorporates an analysis of extensive research, diaries, and private
journals.
Buried in Ice: The Mystery of a Lost Arctic Expedition
by Owen Beattie and John Geiger. Scholastic, 1992.
Uses drawings, paintings, and historic and present-day photographs
to illustrate a narrative of the failed Franklin expedition and
provides insight into how the men died. Includes a fictional account
of the passage as seen through the eyes of a 19-year-old member of
the crew.
The "Icy Survival" activity aligns with the following National
Science Education Standards (see
books.nap.edu/html/nses).
Grades 5-8
Science Standard F
Science in Personal and Social Perspectives
Personal health
Risks and benefits
Grades 9-12
Science Standard F
Science in Personal and Social Perspectives
Personal and community health
Natural and human-induced hazards
Classroom Activity Author
This classroom activity originally appeared, in slightly different
form, on NOVA's "Warnings From the Ice" Web site.
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