LIFE IN THE SETTLEMENTS

The students meet the Icefjord Centre in two pictures, showing summer and winter respectively.

In class you can talk about:

• What the Icefjord Centre is.
• What the surroundings around the Centre look like.
• The difference between summer and winter.
• How summer and winter differ where you live.

The students see part of a world map.

The task now is to move the red marker down into the map in order to show where each student lives.

The marker is found in the white box and can be drawn into the map.

In class you can talk about:

• Differences and similarities between Ilulissat and your own town or settlement.

On page 12 the students see a map of the Disko Bay with two markings: the settlement of Oqaatsut and the town Ilulissat.

They read the text or get it read out loud:

Oqaatsut is a small settlement situated 18 km north of Ilulissat.

Hundreds of years ago Dutch whalers lived here.

They called the place ”Rode Bay”.

Today many tourists visit the settlement.

50 years ago at least 200 people lived in the settlement, today only 30 are left.

In the past they were hunters and fishermen, today they live off tourism.

In class you can talk about:

• How do you get from Ilulissat to Oqaatsut?
• Why did the Dutch whalers call the place Rode Bay?
• What does it mean to live off tourism?

Now it is time for the students to listen to the podcast Life in the Settlements. They find the podcast by clicking on the picture on page 14.

Before the students listen to the podcast, you can give a short introduction to the contents of the podcast.

The contents of the podcast

Katrine tells:

• that for thousands of years people have met by the Disko Bay to hunt, trade and exchange culture and knowledge.
• that people went into the fjords to summer settlements to hunt and fish (reindeer, trout and halibut).
• about the winter settlement, Sermermiut of which you can see the ruins just south of the Icefjord Centre.
• that even though many people have moved to Ilulissat, several of them still have a hut in the settlement they come from.

Ole tells:

• that almost every Greenlander has his or her roots in a settlement and that this is the reason why the settlements have a special status.
• that the state up through the 50s and 60s closed down many settlements, but that this does not happen any more..
• that he grew up in the settlement of Oqaatsut, but as a 9 year old moved to Ilulissat because of better schools and better prospects for the future. At that time, 50 years ago, approximately 200 people lived in Oqaatsut, but now only 30 people live there
• that it is hard work to live in the settlement. Everything is done by manpower. The wheelbarrow is the most important means of transportation. Here there are no cars.
• that in the settlement there is a power plant – a waterworks – a municipal office – a small wash house – a small health centre – a small church that also functions as a school.
• that you are dependent on having a boat, sled dogs or a snow scooter to get around.
• that he runs a hotel in the settlement, the place where he has his roots.
• that he enjoys the special settlement atmosphere, the view of the Icefjord. This is where he relaxes.

It is recommended that the students listen in pairs or small groups.

Let the students spend a few minutes discussing what they have heard in the podcast.

On page 15 the students are to record small audio files where they tell about the podcast. The pictures on the page will help them remember what they have heard.

Sound recording see instruction 1 here.

The recording will now be represented by a small sound icon. This icon can be placed wherever you wish on the page. You can listen to the recording over and over again.

Review in class

We recommend that you have a joint discussion in class when the work with pages 14-15 is finished.

In class you could talk about:

• The picture(s) they have chosen for their audio story and the reason why they have chosen it/them.
• Concepts and keywords the students have heard about in the podcast.

Below you can find inspiration for the class discussion.

For some of the concepts there are pages with tasks in the Book Creator book.

If you wish, you can add more pages for other topics, concepts and keywords that you discuss.

Concepts and keywords

• Disco Bay – is today one of the most popular tourist destinations in Greenland. It is an unbelievably beautiful area with the enormous floating icebergs, the rich wildlife and especially the many whales. This is also where you can experience the hunter life of the small settlements.

Even though hunting and fishing still are the main livelihood in the Disko Bay, the service professions are growing with the expanding tourism.

The Disko Island is called Qeqertarsuaq in Greenlandic. This means the big island. Why do you think it is called “Disko”? 

• Settlement – A settlement is a smaller habitation than a town. In Denmark it is called a village. In order to get to a Greenlandic settlement, you must either use a boat, a dog sledge or a helicopter.

In Greenland there are over 60 settlements. A number of these are not inhabited. In the inhabited settlements between 30 to 250 people live.

If you do not walk, how do you get around in a settlement?

How do you get around where you live? 

• Settlements – The first Stone Age people settled by the Icefjord 4400 years ago. They lived off hunting and fishing. Hunting and fishing are still the foundation of life around the Icefjord. Today fishing and the fishing industry are the most important occupations in Ilulissat, the third largest town in Greenland.

What do you think a settlement looked like?

From what did people live off 4400 years ago?

• Roots – Nearly all Greenlanders have grown up in a settlement themselves or have older family members that have. This is where they come from, this is where they have their roots.

Where does your family come from?

Are you especially attached to the place where you were born?

On page 16 the students read the text or have it read out loud.

Dear diary,

Today is Monday. Today we are moving to Ilulissat.

I am looking forward to seeing Ilulissat.

But I am also sorry to have to say goodbye to my friends.

I am a bit worried about whether I will get any friends in the new school.

My parents want to move because there are more possibilities in town.

Luckily they promise that we will always visit the settlement.

I am very happy about that. I love being here.

Ole, 9 years old 

In class you can talk about the text. To support the students that cannot write a text themselves yet, we recommend that the students formulate their answers orally. Write their answers on the board so that the students can write them on their pages.

On page 17 they read the text or have it read out loud.

Write about a day in your life where something changed.

Insertion of text, picture or drawing: see instruction 2, 3 og 4 here.

On page 18 there is a picture of Ole’s settlement, Oqaatsut. In the settlement there are a power plant, a waterworks, a municipal office, a small wash house, a health centre and a church that also holds the school.

In class you can talk about:

• How many people live in the settlement?
• What it must be like to go to school in a church.

On page 19 the students are to find a picture of a house and a church and insert the pictures on the page. Make use of the function + images in the Book Creator book.

They are also to make an audio file where they tell what you can find in the building. They are to choose either a power plant, a waterworks, a municipal office, a small wash house, a health centre or a church that also holds the school.

On page 20 the students read the text or have it read out loud.

Ole owns a small hotel in Oqaatsut.

Ole tells that when you stand in front of the hotel and look down at Ilulissat, you can see more of the Icefjord than you can from Ilulissat.

This he thinks is a little funny.

On page 21 the students make a painting of the view from the hotel. When the painting is finished, they take a picture of it and insert the picture on the page.

They can find inspiration by looking for pictures in pixabay. In the search box they write Isfjorden.

On these pages the students write sentences or small stories using the keywords and concepts that you have been through. They can write them, record them as an audio file or make a drawing and insert the picture.

As a conclusion of their work with the podcast, the students now make a model of the houses and the church in Oqaatsut. They must also make models of the people who live in the settlement.

We recommend that the students work in pairs or small groups. Each group is to make at least one model. All the models are put together to form the settlement. When the joint model of the settlement is finished, you take a picture of it and insert the picture on the pages.

The students show their products to the class. 

Make sure that the framework for feedback is positive criticism.The students should be supported in assessing what is good – and what might be done better. Find more inspiration here.

Not specifically with a view to making new products, but foremost to let the students discover and work with this kind of constructive and positive criticism.

If you intend to work with some of the other podcasts from the Icefjord Centre, it might make sense to save the students’ Book Creator book, so the work they have done with it can be used again.

If you wish to let the students make use of the feedback they have received from the class, you could reserve time for them to continue their work with their products. So that they can use the feedback they have received from each other and change things in their product.

The podcast Life in the Settlements has been created by the Icefjord Centre in Ilulissat.

The teaching material for the podcast Life in the Settlements has been developed by Lotte Brinkmann and Daniella Maria Manuel, Anholt Læringsværksted with feedback from Leg med IT.

The student’s book in Book Creator has been developed by Rikke Falkenberg Kofoed from Leg med IT.

The teaching material Life in the Settlements is published under a Creative Commons crediting licence CC:BY.

The texts, assignments and pictures can be shared, reproduced and adapted, with the proviso that “Life in the Settlements by The Icefjord Centre Ilulissat” is credited as the source.

The students meet the Icefjord Centre in two pictures, showing summer and winter respectively.

In class you can talk about:

• What the Icefjord Centre is.
• What the surroundings around the Centre look like.
• The difference between summer and winter.
• How summer and winter differ where you live.

The students see part of a world map.

The task now is to move the red marker down into the map in order to show where each student lives.

The marker is found in the white box and can be drawn into the map.

In class you can talk about:

• Differences and similarities between Ilulissat and your own town or settlement.

The students see a map of Greenland again.

Which other towns and settlements in Greenland do you know of?

Place a red marker and write the name of the town/settlement.

On page 14 the students see a small part of a map of the Disko Bay with two markings. The settlement of Oqaatsut and the town Ilulissat.

They read the text:

Oqaatsut is a small settlement situated 18 km north of  Ilulissat. 

Oqaatsut means the cormorants. It is named after the many cormorant mountains that surround the settlement. 

Through many hundreds of years the settlement was the home of Dutch whalers, they called the place ”Rode Bay”.

Today Oqaatsut is a favourite place for tourists. A number of the old colonial houses are restaurants and holiday homes today. 

50 years ago at least 200 people lived in the settlement, now only 30 people live there. In the past they lived as hunters and fishermen, today they mostly live off tourism.

In class you can talk about:

• • How you can get from Ilulissat to Oqaatsut.
  • What a cormorant looks like.
  • The development of the society from hunter/fisherman society to a service society.

Now it is time for the students to listen to the podcast Life in the Settlements. They find the podcast by clicking on the picture on page 16.

Before the students listen to the podcast, you can give a short introduction to the contents of the podcast.

The contents of the podcast

Katrine tells:

• that for thousands of years people have met by the Disko Bay to hunt, trade and exchange culture and knowledge.
• that people went into the fjords to summer settlements to hunt and fish (reindeer, trout and halibut).
• about the winter settlement, Sermermiut, of which you can see the ruins just south of the Icefjord Centre.
• that even though many people have moved to Ilulissat, several of them still have a hut in the settlement they come from.

Ole tells:

• that almost every Greenlander has his or her roots in a settlement and that this is the reason why the settlements have a special status.
• that the state up through the 50s and 60s closed down many settlements, but that this does not happen any more..
• that he grew up in the settlement of Oqaatsut, but as a 9 year old moved to Ilulissat because of better schools and better prospects for the future. At that time, 50 years ago, approximately 200 people lived in Oqaatsut, but now only 30 people live there
• that it is hard work to live in the settlement. Everything is done by manpower. The wheelbarrow is the most important means of transportation. Here there are no cars.
• that in the settlement there is a power plant – a waterworks – a municipal office – a small wash house – a small health centre – a small church that also functions as a school.
• that you are dependent on having a boat, sled dogs or a snow scooter to get around.
• that he runs a hotel in the settlement, the place where he has his roots.
• that he enjoys the special settlement atmosphere, the view of the Icefjord. This is where he relaxes.

It is recommended that the students listen in pairs or small groups.

Let the students spend a few minutes discussing what they have heard in the podcast.

On page 17 the students are to record small audio files where they tell about the podcast. The pictures on the page will help them remember what they have heard.

Sound recording see instruction 1 here.

The recording will now be represented by a small sound icon. This icon can be placed wherever you wish on the page. You can listen to the recording over and over again.

Review in class

We recommend that you have a joint discussion in class when the work with pages 16-17 is finished.

In class you could talk about:

• The picture(s) they have chosen for their audio story and the reason why they have chosen it/them.
• Concepts and keywords the students have heard about in the podcast.

Below you can find inspiration for the class discussion.

For some of the concepts there are pages with tasks in the Book Creator book.

If you wish, you can add more pages for other topics, concepts and keywords that you discuss.

Concepts and keywords

• Disco Bay – is today one of the most popular tourist destinations in Greenland. It is an unbelievably beautiful area with the enormous floating icebergs, the rich wildlife and especially the many whales. This is also where you can experience the hunter life of the small settlements.

Even though hunting and fishing still are the main livelihood in the Disko Bay, the service professions are growing with the expanding tourism.

The Disko Island is called Qeqertarsuaq in Greenlandic. This means the big island. Why do you think it is called “Disko”?

• Settlement – a settlement is a smaller habitation than a town. In Denmark it is called a village. In order to get to a Greenlandic settlement, you must either use a boat, a dog sledge or a helicopter.

In Greenland there are over 60 settlements. A number of these are not inhabited. In the inhabited settlements between 30 to 250 people live.

If you do not walk, how do you get around in a settlement?

Which means of transportation are there where you live?

• Settlements – The first Stone Age people settled by the Icefjord 4400 years ago. They lived off hunting and fishing. Hunting and fishing are still the foundation of life around the Icefjord. Today fishing and the fishing industry are the most important occupations in Ilulissat, the third largest town in Greenland.

What do you think a settlement looked like?

From what did people live off 4400 years ago?

• Roots – Nearly all Greenlanders have grown up in a settlement themselves or have older family members that have. This is where they come from, this is where they have their roots.

Where does your family come from?

Are you especially attached to the place where you were born?

On page 18 the students read the text:

Ole grew up in Oqaatsut, but when he was 9 years old, the family moved to Ilulissat.

They did this because in Ilulissat there were better schools and better prospects for the future.

Even though he moved many years ago, he often returns to the settlement.

This is where he and his family can relax, this is where he has his roots.

On page 19 there are four empty boxes where the students are to write texts, draw drawings and/or insert pictures of:

• the place they were born
• their school
• the place their closest family comes from
• the place they dream of living or other things they figure out by themselves

Insertion of text, picture or drawing: see instruction 2, 3 og 4 here.

On page 20 the students read the text:

Oqaatsut is a complete society with a power plant, a waterworks, a municipal office, a small washhouse, a health centre and a church that also holds the school.

A small state within the state.

On page 21 there is a picture of the settlement. The students are to imagine in which houses the power plant, the waterworks, the municipal office, the wash house, the health centre and the church/school are placed. Then they draw the words in red over into the picture on page 20 and place them on the houses they have chosen.

In small groups or in pairs the students can talk about why the houses they have chosen, fit especially well for the different purposes.

The students read the text on page 22:

Ole runs a small hotel in Oqaatsut in the summertime.

In the settlement there are a number of places where you can spend the night.

One of them is Hotel Nordlys.

On page 23 the students are to write about their stay at Hotel Nordlys. They illustrate their text with pictures.

On these pages the students write sentences or small stories using the keywords and concepts that you have been through. They can write them, record them as an audio file or make a drawing and insert the picture.

As a conclusion of their tasks, the students now make a story about the special atmosphere in the settlement that Ole tells us about.

On page 26 they read the text:

Ole tells about the quite special settlement atmosphere…

How does he describe it?

Where do you feel at home and totally relaxed?

Insert pictures from your place.

They insert their answers in the empty boxes on page 27.

The students show their products to the class. 

Make sure that the framework for feedback is positive criticism.The students should be supported in assessing what is good – and what might be done better. Find more inspiration  here.

Not specifically with a view to making new products, but foremost to let the students discover and work with this kind of constructive and positive criticism.

If you intend to work with some of the other podcasts from the Icefjord Centre, it might make sense to save the students’ Book Creator book, so the work they have done with it can be used again.

If you wish to let the students make use of the feedback they have received from the class, you could reserve time for them to continue their work with their products. So that they can use the feedback they have received from each other and change things in their product.

The podcast Life in the Settlements has been created by the Icefjord Centre in Ilulissat.

The teaching material for the podcast Life in the Settlements has been developed by Lotte Brinkmann and Daniella Maria Manuel, Anholt Læringsværksted with feedback from Leg med IT.

The student’s book in Book Creator has been developed by Rikke Falkenberg Kofoed from Leg med IT.

The teaching material Life in the Settlements is published under a Creative Commons crediting licence CC:BY.

The texts, assignments and pictures can be shared, reproduced and adapted, with the proviso that “Life in the Settlements by The Icefjord Centre Ilulissat” is credited as the source.

The students meet the Icefjord Centre in two pictures, showing summer and winter respectively.

In class you can talk about:

• What the Icefjord Centre is.
• What the surroundings around the Centre look like.
• The difference between summer and winter.
• How summer and winter differ where you live.

The students see part of a world map.

The task now is to move the red marker down into the map in order to show where each student lives.

The marker is found in the white box and can be drawn into the map.

In class you can talk about:

• Differences and similarities between Ilulissat and your own town or settlement.

The students are to research different facts about Greenland. On pages 12-15 there are eight pictures belonging to the questions below. On page 13 there is a link to this homepage from greenland-travel.dk, where the students can look for knowledge.

The students record their answers as an audio file and place the icon by the speech balloon that fits their answer.

Questions

• How many km² is Greenland?
• How many inhabitants are there in Greenland?
• Approximately how many people live in the settlements?
• On which side of Greenland are the six largest towns situated?
• What are the names of these towns in Greenlandic?
  • Thule
  • Godthåb
  • Scoresbysund
  • Sukkertoppen

Questions you can use if you want to differentiate:

• How many times is Greenland bigger than Denmark?
• Why are the six largest towns placed on the west coast?
• Is there a historical reason for the Danish names of the Greenlandic towns?

Insertion of audio files: see instruction 1 here.

Now it is time for the students to listen to the podcast Life in the Settlements. They find the podcast by clicking on the picture on page 16.

Before the students listen to the podcast, you can give a short introduction to the contents of the podcast.

Katrine tells:

• that for thousands of years people have met by the Disko Bay to hunt, trade and exchange culture and knowledge.
• that people went into the fjords to summer settlements to hunt and fish (reindeer, trout and halibut).
• about the winter settlement, Sermermiut, of which you can see the ruins just south of the Icefjord Centre.
• that even though many people have moved to Ilulissat, several of them still have a hut in the settlement they come from.

Ole tells:

• that almost every Greenlander has his or her roots in a settlement and that this is the reason why the settlements have a special status.
• that the state up through the 50s and 60s closed down many settlements, but that this does not happen any more.
• that he grew up in the settlement of Oqaatsut, but as a 9 year old moved to Ilulissat because of better schools and better prospects for the future. At that time, 50 years ago, approximately 200 people lived in Oqaatsut, but now only 30 people live there
• that it is hard work to live in the settlement. Everything is done by manpower. The wheelbarrow is the most important means of transportation. Here there are no cars.
• that in the settlement there is a power plant – a waterworks – a municipal office – a small wash house – a small health centre – a small church that also functions as a school.
• that you are dependent on having a boat, sled dogs or a snow scooter to get around.
• that he runs a hotel in the settlement, the place where he has his roots.
• that he enjoys the special settlement atmosphere, the view of the Icefjord. This is where he relaxes.

It is recommended that the students listen in pairs or small groups.

Let the students spend a few minutes discussing what they have heard in the podcast.

On page 17 the students are to record small audio files where they tell about the podcast. The pictures on the page will help them remember what they have heard.

Insertion of audio files: see instruction 1 here.

The recording will now be represented by a small sound icon. This icon can be placed wherever you wish on the page. You can listen to the recording over and over again.

Review in class

We recommend that you have a joint discussion in class when the work with pages 16-17 is finished.

It is a good idea that you write concepts and keywords on the board while you discuss.

In class you could talk about:

• Ole says that the state has shut down many settlements up through the 50s and 60s – for what reason do you think?
• Why did Ole move to the larger town, Iliulissat, when he was 9 years old?

In the text below you can find inspiration for the class discussion.

For some of the concepts there are pages with tasks in the Book Creator book.

If you wish, you can add more pages for other topics, concepts and keywords that you discuss.

Concepts and keywords

• settlement – a settlement is a smaller habitation than a town. In Denmark it is called a village. In order to get to a Greenlandic settlement, you must either use a boat, a dog sledge or a helicopter. In Greenland there are over 60 settlements. A number of these are not inhabited. Between 30 to 250 people live in the inhabited settlements.

How can you get to the villages where you live?

• Disko Bay – is the largest bay in Greenland. Among other things you find Ilulissat by the bay, which is where the podcast takes place. Today it is one of the most popular tourist destinations in Greenland. It is an unbelievably beautiful area with the enormous floating icebergs, the rich wildlife and especially the many whales. This is also where you can experience the hunter life of the small settlements. Even though hunting and fishing still are the main livelihood for in the Disko Bay, the service professions are growing in connection with the expanding tourism.

What could be an example of a service profession?

Why do you think it is called “Disko Bay”?

Here are some concepts that are not mentioned in the podcast, but could be relevant in connection with solving the tasks:

• Food chain – an overview of which animals eat other animals. A food chain always starts with some kind of primary producer (a plant that can make a photosynthesis) and then comes a herbivore and finally a carnivore.

Can you give an example of a food chain that starts with grass?

• Biological systematics – is a scientific method used to classify species. In this way you can show which species are related to each other. We are for example closely related to many monkeys, so our family is “apes”.

Do you know other species in the homo-family? For example H. Erectus or H. Neanderthalensis?

• Eukaryote – in biological systematics you categorise forms of life into two groups – the organisms that have a cell nucleus and those who do not have a cell nucleus. “Eu” means genuine and “karyote” means nucleus. If an organism does not have a cell nucleus, you call it a prokaryote. Prokaryotes do not have a cell nucleus, e.g. bacteria. Prokaryotes considered the oldest form of life, that later on has developed into being eukaryotic, that is into having a cell nucleus.

Do you know any examples of cells in the human body?

On these pages the students write short descriptions of keywords and concepts that you have been through up till now. They can write them, record them as an audio file or make a drawing and insert the picture. Their products will be part of the further work with the podcast. While working with the next pages, please give the students the opportunity to develop their reference book and also add new knowledge as they go along.

The students are to research some of the animals that Ole mentions in the podcast.

They are to find information and facts about the halibut, the codfish and the Greenland shark.They can find information about the animals on this homepage from visitgreenland.com, on page 20.

They decide themselves what they want to focus on and they can also search for knowledge on other websites on the internet.

In the black boxes on pages 18-19 they write down their newly acquired knowledge and they insert a picture of the animal in the white box placed above the black facts box.

When everyone is finished, you make a joint review in class where you go through what they have found out. Here are some suggestions for the review:

• Did you find out anything that you did not know already?
• Did you find knowledge about other animals than the three animals from pages 20-21?
• How old or big can the animals become?
• What do the animals eat? (you could try making a food chain with the animals)

The students will now work with biological systematics.

Pages 22-23 are to be used for a review in class, whereas pages 24-25 are tasks for the students.

On pages 22-23 there is a text about the Greenland shark that the students read. There are also three blue boxes. In the first box on page 22 there is an overview of how you build up a biological system. Talk with the students about how you can classify all forms of life in a system. Talk with them about whether they know some of these concepts already. Go through the different concepts with the students. You can find more knowledge here.

In the two other boxes you can see how you place the Greenland shark and man in a biological system. Here the students can see that man is related to the Greenland shark as both species are vertebrates.

Here are some suggestions to the joint discussion in class:

• Why are both the Greenland shark and man placed in the row with vertebrates?
• Are both of them primates?
• Which family does man belong to?
• Which family does the Greenland shark belong to?

On pages 24-25 the students are to find out which of the four species are closer related to man than the Greenland shark is. They should solve the task in small groups. They can colour the boxes that hold a species closer to man, green.

Make a joint review in class with the students’ answers.

Here are some suggestions for the joint review:

• Which animals are closer related to man?
• What does mammal mean?
• Do you know any other apes than chimpanzees?
• Do you know where the different animals on pages 24-25 live?

Now the students will work with the quite special atmosphere of the settlement described in the podcast. On pages 26-27 they are to research what characterises a settlement and on pages 28-29 they will work with Ole’s hotel, Hotel Nordlys, and produce a commercial/advertisement for the hotel.

Pages 26-27

On these pages the students work with the settlement atmosphere.

On page 26 there is a text and a picture from Oqaatsut. Let the students read the text and discuss it and the picture in pairs.

On page 27 there is a link to this homepage from visitgreenland.com. Here the students find information about everyday life in the settlement of Oqaatsut. They can use their knowledge from the homepage and the podcast to answer the question: What is it that characterises the quite special life in a settlement that Ole describes?

There is a box inserted where they can write their answer, a figure where they can record an audio file and a frame where they can insert a picture. They decide for themselves what they want to focus on and how they want to answer the question. They are free to delete either the box, the figure or the frame if they do not need them.

Pages 28-29

On page 28-29 the students work with Hotel Nordlys.

They are to imagine that they have been hired to produce a commercial or advertisement for Hotel Nordlys. On page 29 there is a link to the hotel’s homepage.    They are to research what the hotel offers and what you can experience while staying there. They can also use their knowledge from the work with pages 26-27. 

Framework for working with the commercial/advertisement:

• The advertisement/commercial must focus on Hotel Nordlys.
• It must be clear what you can experience and what the hotel offers
• It is optional whether you want to make a commercial, a poster, a song or make use of some other media.
• You must be able to argue for your choice of media.

The students present their product to the class. See under “Evaluation” for further information about the framework for this presentation.

The students show their products to the class. 

Make sure that the framework for feedback is positive criticism.The students should be supported in assessing what is good – and what might be done better. Find more inspiration here.

Not specifically with a view to making new products, but foremost to let the students discover and work with this kind of constructive and positive criticism.

If you intend to work with some of the other podcasts from the Icefjord Centre, it might make sense to save the students’ Book Creator book, so the work they have done with it can be used again.

If you wish to let the students make use of the feedback they have received from the class, you could reserve time for them to continue their work with their products. So that they can use the feedback they have received from each other and change things in their product.

The podcast Life in the Settlements has been created by the Icefjord Centre in Ilulissat.

The teaching material for the podcast Life in the Settlements has been developed by Lotte Brinkmann and Daniella Maria Manuel, Anholt Læringsværksted with feedback from Leg med IT.

The student’s book in Book Creator has been developed as a part of the project Nutaaliorta from Kivitsisa. The template has been developed by Rikke Falkenberg Kofoed and Daniella Maria Manuel from Leg med IT.

The teaching material Life in the Settlements is published under a Creative Commons crediting licence CC:BY.

The texts, assignments and pictures can be shared, reproduced and adapted, with the proviso that “Life in the Settlements by The Icefjord Centre Ilulissat” is credited as the source

The students meet the Icefjord Centre in four pictures: summer and winter, the Kangia glacier front and the framework of the building. On page 6-7 there is a text and three videos (in Danish) showing the erection of the Icefjord Centre.

In class you can talk about:

• What the Icefjord Centre is.
• What the purpose of an institution like the Icefjord Centre is.
• What it looks like around the centre.
• The difference between summer and winter, where you live as well as in Greenland.

The students should clarify what they already know about Greenland before starting work on the podcast. In this podcast focus is on the hunting and fishing culture in Ilulissat but you may have worked with some of the other podcasts or in other ways acquired knowledge that can be activated in advance.

On page 8 there is a link to Google Maps. Here the students can try to locate the Icefjord Centre on the map.

You can also experiment with letting them find the places mentioned in the podcast, so that they get an idea of where they are situated. These are the places:

• Ilulissat
• Oqaatsut
• The Icefjord

Furthermore, on page 8 there are four questions to help the students get going. Here are suggestions for a few more:

• How many people live in Greenland?
• What is the area of Greenland?
• What do you know about the inland ice?
• Which languages are spoken in Greenland?

Page 9 is intended for answers. The students are free to use whatever form of expression they prefer. Some possibilities in Book Creator:

• make a model/a drawing by hand, take a picture of it and insert
• find pictures in Book Creator about Greenland and insert them. The pictures can be complemented with explanations in words.
• record an audio file telling what you know about Greenland
• – or a combination of the above

On page 10-11 you find a map of Greenland, with six red markers. Let the students place the markers where they know towns or settlements in Greenland. They can write the name of the town or settlement in the field next to the marker.

Sound recording, insertion of pictures and text: see instructions 1, 2 and 3 here.

Now it is time for the students to listen to the podcast Life in the settlements. On page 12 an introduction to the podcast is given, followed by a short instruction. Clicking the picture on page 13 will start the podcast.

It is recommended that the students listen in pairs or small groups. After listening to the podcast, the students could spend some minutes talking about what they just heard.

On page 14-15 the students are to make a summary of what they heard in the podcast. They may do this in various ways:

• write a text
• record an audio file
• make a model/drawing
• something completely different that they are used to with note taking methods and summaries
• – or a combination of the above

Now it is time for a joint review in class where the students’ work on pages 14 and 15 is discussed. The aim is to prepare the students for making their own reference books that they can revisit during work with the podcast. In this reference book the students should explain the meaning of the concepts and keywords from your discussion – by means of text, sound, pictures, drawings or a combination of these.

You could begin by asking the students to name the concepts and keywords they heard in the podcast. Then you can add those mentioned below, central to the podcast and important for further work.

• Settlement – a smaller place than a town, fewer inhabitants. Like a village. To get to a Greenlandic settlement you have to use boat, dog sledge or helicopter.
  In Greenland there are more than 60 settlements. Several of them are uninhabited. Between 30 and 250 people live in those that are inhabited. 

How do you get to villages and settlements where you live?

• The Disko Bay – the largest bay in Greenland. At the bay lies Ilulissat where the podcast takes place. Today this is one of Greenland’s most popular tourist destinations. It is an incredibly beautiful area with the enormous floating icebergs, the rich wildlife and especially the many whales. Here you can also experience small settlements with their hunting culture.
  Even though hunting and especially fishing still is the basis for life in the Disko Bay, service trades gain more and more ground with the growing tourism.

What is an example of a service trade?

Why is the bay called the Disko Bay?

Here are some concepts not mentioned in the podcast, but relevant when solving the tasks.

• Food chain – is a sequence of organisms feeding on other organisms. A food chain always begins with some kind of primary producer, a plant performing photosynthesis, and next usually comes a herbivore and finally a carnivore.

Can you give an example of a food chain, beginning with grass?

• Biological systematics – is a scientific way to classify species. The system shows which species are related. Humans are closely related to many apes, so humans are classified with apes as belonging to the family of Hominidae.

 Do you know any other species in the homo genus? Like H. erectus or H. neanderthalensis?

• Eukaryote – in biological systematics life is classified according to the presence or absence of a cell nucleus. “Eu” means real, and “karyote” means kernel. If an organism does not have a cell nucleus, it is called a prokaryote. Bacteria are an example. Prokaryotes are the oldest form of life; they later developed into having a cell nucleus, became eukaryotes.

Do you know any kind of cells in the human body?

Sound recording, insertion of pictures and text: see instructions 1, 2 and 3 here.

The students now look into some settlements in Greenland, working in groups. The task is introduced on page 18, and each group is assigned one of the nine settlements from page 20-21. A link is provided on page 19 where the students can find information about their settlement.

They are to find out this:

• is the settlement located in North or South Greenland?
• how many inhabitants does the settlement have?
• what can you experience there?
• how do you get to the settlement?
• does anything in particular distinguish this settlement? Like: is the area included in UNESCO’s world heritage list, are there stories from ancient times or anything else of interest.

Page 22-23 has a text box, a frame for a picture and an icon where an audio file can be placed. The students choose whether they will use all three means in their presentation of the settlement. They may delete or add boxes and frames as needed.

Each group presents their settlement to the rest of the class.

There have always lived many people in Oqaatsut because of the resources in the area, Ole tells in the podcast. The students will take a look at some of the game animals that Ole mentions: Greenland halibut, cod and Greenland shark. Information about these fish can be found on this homepage from VISIT Greenland (link on page 25).

What aspects the students want to emphasize is their own choice, and they should be encouraged to seek further information elsewhere on the Internet. They write their newly found knowledge in the black boxes on page 25, and insert pictures of the fish in the white boxes.

When the job is done, you hold a joint review of the results in class. Here some suggestions:

• Did you find out something you did not know before?
• Did you learn something about other animals besides these three fish?
• How old or big can they become?
• What do the fish eat? You might try to make a food chain with them in it.

The subject is biological systematics. Page 26-27 is intended for a joint discussion in class, whereas page 28-29 is a task for the students.

On page 26-27 the Greenland shark is described. And there are three blue boxes. The first one gives an outline or structure of a biological taxonomy. Talk with the students about how all living organisms can be classified systematically. Hear if they already know some of these concepts. Explain the concepts to the students. Much useful information can be found on the Internet.

The other two boxes show how the Greenland shark and humans are classified in the system. Here the students can see that humans have some relationship to the Greenland shark as both species are vertebrates.

Some suggestions for the discussion in class:

• Now that both the Greenland shark and humans are vertebrates, would you say that they are close to each other in the phylogenetic tree?
• There are two main classes of fish: cartilaginous fish and bony fish. What does “cartilaginous fish” mean?
• Are there any animals living in the sea that do not belong to the class fish?

On page 28-29 the students are to determine which of the four species are more closely related to humans than to the Greenland shark. The task should be solved in small groups. They could colour the boxes green that contain a species closer to humans than to the Greenland shark.

Hold a joint review in class over the answers. Here some suggestions:

• Which animals are closer related to humans?
• What does “mammal” mean?
• Do you know any other apes than the chimpanzee?
• Where do the animals on page 28-29 live?
• What other domains are there, besides eukaryote?
• What other kingdoms are there, besides the animal kingdom?
• What does “evolution” mean?
• Do you know any examples of evolution?
  • Here you might include an example of evolution in fish. Research has shown that fishing makes cod shrimp. Because the biggest fish get caught in the net, being small is an advantage. Source: PNAS.

When work with these pages is finished, the students should spend some time updating their reference book and add the new concepts they have learned.

The students should imagine that they have been hired to produce a commercial or an advertisement for Hotel Nordlys. On page 27 a link is given to the homepage of the hotel. The students are to use this to find out what the hotel offers, and what you can experience when staying there.

Guidelines:

• The advertisement/commercial must focus on the stay at Hotel Nordlys.
• It should be made very clear what you can experience, and what the hotel offers.
• It is up to the students if they will make a film, a poster, a song, or use some other medium.
• You should be able to argue for your choice of medium.

The advertisement/commercial is placed on page 28-29.

The students present their products to the class. On the settings of feedback, see Evaluation below.

Make sure that the settings for feedback are positive criticism. The students should be supported in assessing: what is good – and what might be done better. Find more inspiration in Austin’s Butterfly.  The idea with this is not necessarily to make new products but rather for the students to discover and work with this positive criticism. You could, though, choose to allocate time for further work with the products, so that the students might use the feedback for changes and improvements.

If you intend to work with some of the other podcasts from the Icefjord Centre it would make sense to save the students’ Book Creator books so that they may be reused.

The podcast Life in the settlements was made for the Icefjord Centre in Ilulissat by Katrine Nyland.

Graphics by Oncotype.

Teaching material for the podcast has been produced by Lotte Brinkmann and Daniella Maria Manuel, Anholt Læringsværksted.

The teaching material Life in the settlements is published under a Creative Commons crediting licence CC:BY. The texts, assignments and pictures can be shared, reproduced and adapted, with the proviso that “Life in the settlements by the Icefjord Centre Ilulissat” is credited as the source.