“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
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
young people
world and people’s lives, now and in the future. Fieldwork is an essential element of this.
use maps, visual images and new
technologies, including geographical
information systems (GIS), to obtain, present and analyse
Think spatially ,
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
Project based learning day
Year 9 focus
Cross curricular - Geography/PE
Preparation – what
would you need to do
before going on an
expedition,
Fitness / equipment/
Game – taken from
Fuchs Foundation
website
Considering
Health and
Safety
Route Planning –
Using Google Earth
and Map My Run
Skills:
Team work
Planning
Reflection on own abilities
Map work / ICT / GIS
Allowing students
to calculate BMI
and then use this
in conjunction with
Map My Run
Cross Curricular
Geography/Art
KS2 – Mapping
a journey
During the Expedition
Project Based Learning Day
Year 8 Focus
Cross curricular: Geography/History
Satellite
phone call
Listened to the
radio broadcast
Enquiry
Team work
Year 7 English
project
Wikipedia
Place: Addressing the different perceptions
of people and place.
KS3 – comparing cultures
School link:
with
Ammasalik,
sharing
pictures and
stories
comparing
our
similarities
and
differences
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
KS4 - examining
the possibility
of Greenland
being
independent of
Denmark
KS4 – Mining of
resources in a
sustainable way
without
harming the
environment
Globalisation
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
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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
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Data analysis
Bringing the subject alive
Inspiration
Your own expedition
How has it helped our teaching?
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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 you
Any Questions?
Close
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Kcal burned
Distance (Km)
Physiology Data
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Kcal
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Day of Expedition
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