“EXTREME ENVIRONMENTS”

Fuchs Foundation Arctic Expedition 2009

Crossing of the Greenland Ice Cap

The Expedition

The Science Projects

• Journey driven– Sports Science– Sports Psychology– Geography

• Emerging science– Human Geography– Expedition preparation

Geography

The study of geography stimulates an interest in and a sense of wonder about places.

It helps young people make sense of a complex and dynamically changing world. It explains where places

are, how places and landscapes are formed, how people and their environment interact, and how a diverse range of economies, societies and environments are interconnected. Builds own experiences to investigate places at all scales, from the personal to the global.

Geographical enquiry encourages questioning, investigation and critical thinking about issues

affecting the world and people’s lives, now and in the future. Fieldwork is an

essential element of this. Think spatially ,use maps, visual images and new technologies, including geographical information systems (GIS), to obtain, present and analyse information. Inspires pupils to become global citizens by exploring their own place in the world, their values and their responsibilities to other people, to the environment and to the sustainability of the planet.

Pre Expedition

Route Planning – Using Google Earth and Map My Run

Preparation – what would you need to do before going on an expedition,Fitness / equipment/Game – taken from Fuchs Foundation website

Allowing students to calculate BMI and then use this in conjunction with Map My Run

Considering Health and Safety

Skills:Team workPlanningReflection on own abilitiesMap work / ICT / GIS

Project based learning day

Year 9 focusCross curricular - Geography/PE

Cross Curricular Geography/Art

KS2 – Mapping a journey

During the Expedition

Project Based Learning DayYear 8 Focus

Cross curricular: Geography/History

Satellite phone call

Team work

Enquiry

Year 7 English project

Wikipedia

Listened to the radio broadcast

Place: Addressing the different perceptions of people and place.

Physical and Human processes: understand the processes that cause change and development in places, helping us to examine the futures of these place and the people who work and live in them

Explore the social, economic, environmental and political connection between places

Globalisation

School link: with Ammasalik, sharing pictures and stories comparing our similarities and differences

KS3 – comparing cultures

KS4 - examining the possibility of Greenland being independent of Denmark

KS4 – Mining of resources in a sustainable way without harming the environment

Royal Geographical

Project

Virtual Journey

Examining the contribution of microbial activity in the accumulation of organic carbon at the surface of glaciers.

There is a current debate about the origin of carbon at the surface of glaciers and there are no studies showing the relative contributions of autochthonous (i.e., in situ microbially produced) vs allochthonous (i.e., aerosols) carbon at the surface of glaciers.

How did my students benefit?• Student groups

– BTEC ND Sport & Exercise Science– BSc (Hons) Sport provision– Walker Technology College- Y9 Geography

• Expedition preparation• Tracking the expedition• Setting questions to us- what they wanted to know.• Satellite phone link ups• Internet tracking• Meeting teachers passionate about their subject

From Ice Cap to Classroom

• Primary research– Human function and performance data

• Data analysis• Bringing the subject alive• Inspiration• Your own expedition

How has it helped our teaching?

• Focused my passion for the subject• Allowed me to interact with different students• Developed innovative resources- real resources• Can bring the subject alive• Future student expedition– Newcastle College Arctic Challenge

Thank youAny Questions?

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