ࡱ> z|yU@ 'bjbj s8tl4I~" HHHHHHH$JR@MBH@>@HRH7!7!7!.H7!H7!7!M!mD}G .E"MHDH0IEM MD}GM}G7!nHHD!! Teachers Notes  Please refer to the curriculum map for learning objectives for the Everest theme. The resources have been designed for students at Key Stage 2 and follow Unit 15 The Mountain environment. The following activities are suggestions on how the resources can be used in the classroom  they can be used as part of a scheme of work or as one-off lessons. Key question Where is Mount Everest? Resources Factsheet:  HYPERLINK "http://www.unlockingthearchives.rgs.org/resources/documents/Primary%20Where%20is%20everest%20-%20word.doc" Where is Mount Everest? The online image  HYPERLINK "http://www.unlockingthearchives.rgs.org/themes/everest/gallery/" gallery Activity One Locate the worlds major mountain ranges on an outline world map using a selection of atlases, internet maps. Annotate and label fully. Ask the students to use an atlas or globe to locate the Himalayas. Activity Two Produce a fact file about Nepal in an accessible and understandable way using information from Where is Everest Factsheet. Find similar facts about the UK from the internet and compare the two countries in the form of a table. Make a concluding comment about the similarities and differences. Key question What is the mountain environment of Everest like? Resources Factsheet:  HYPERLINK "http://www.unlockingthearchives.rgs.org/resources/documents/making%20of%20Mt%20Everest%20-%20word.doc" The Making of Mount Everest Activity One Look at a selection of images of Mt Everest from the gallery and give words that describe the landscape. Draw an outline of a mountain or mountain range. Inside and around it, write words associated to the environment use emotive as well as descriptive words. Activity Two Use selected information from The Making of Mount Everest Factsheet and animated web-site to explain fundamentals of plate tectonics  HYPERLINK "http://www.pbs.org/wgbh/nova/everest/earth/birth.html" http://www.pbs.org/wgbh/nova/everest/earth/birth.html In simple, diagrammatic form, explain how the Himalayas were formed and use this to explain why you might be able to find the remains of millions of years old marine animals and plants. Key question How does the climate in the Himalayas compare to the climate in the UK? Resources The online image  HYPERLINK "http://www.unlockingthearchives.rgs.org/themes/everest/gallery/" gallery Activity One Brainstorm perception of the weather in the Himalaya region- look at photos and video clips to get visual impression of different weather systems. Draw up a table to show the differences between the weather and climate in the UK and in the Himalayas. Activity Two Access weather data from the Met Office web-site and using Excel, draw up graphs to show the differences between temperature in the Himalayas and local area in UK  HYPERLINK "http://www.met-office.gov.uk/" http://www.met-office.gov.uk/ Write a concluding statement about the differences in the weather and state where it would be easier to live and why. Activity Three Empathetic writing imagine being caught in a blizzard write about what it would feel like how would you escape what your feelings would be like. The students could do this by annotating appropriate images or drawing in captioned form. Key question How has the weather affected the lives of the people who live in the area and what effect does it have on tourism? Resources Factsheet:  HYPERLINK "http://www.unlockingthearchives.rgs.org/resources/documents/Primary%20Who%20lives%20in%20everest%20-%20word.doc" Who Lives in the Everest region? Activity sheet:  HYPERLINK "http://www.unlockingthearchives.rgs.org/resources/documents/death%20zone.doc" The Death Zone The online image  HYPERLINK "http://www.unlockingthearchives.rgs.org/themes/everest/gallery/" gallery Activity One Find out about the people living in the area read through the information Who lives in the Everest region? factsheet and look at the images in the gallery. Discuss why the IPPG was set up and write about why it is important and how it helps the porters. Sketch a typical scene and annotate it to show how the buildings, clothes and resources have been adapted to suit the local conditions. Activity Two Consider how the weather affects the tourists to the area only coming at certain times of year and the equipment and clothing that they have to bring in order to survive. Watch the video-clips of Food and Drink and Climbing and Breathing at 20,000 feet. Work through Activity Sheet The Death Zone. Using websites, produce a detailed list of equipment that would be required by a climber attempting to climb Mt Everest illustrate with images where appropriate. Key question How can we plan a successful ascent of Mt Everest? Resources Factsheet:  HYPERLINK "http://www.unlockingthearchives.rgs.org/resources/documents/Reaching%20the%20Top%20-%20word.doc" Reaching the Top Activity sheet:  HYPERLINK "http://www.unlockingthearchives.rgs.org/resources/documents/Climbing%20Mt%20Everest-final.doc" Climbing Mt Everest Activity One Read the account of the first successful ascent of Everest, Reaching the Top factsheet. Produce a front page newspaper article announcing and describing the great event. Activity Two A decision making workshop in which children plan an expedition using the Societys Everest materials. Children adopt different roles of the expedition team members and decide whether or not to climb Mt Everest. Enables the children to research climate, effects of altitude and impact on the local environment using web based research. They are also able to compare modern and past equipment using the Societys artefacts. If unable to attend workshop in London, the role playing activity cards from the Downloadable Activity Sheet may be effectively used in school. An extensive list of suitable web-sites to research the information may be found at the end of the Activity Sheet. Children need to be working in groups of six to plan their own expedition. Give out the role play cares. There are six roles with different responsibilities: leader, lead Sherpa, doctor, reporter/photographer and two climbers. Brainstorm the risks that the teams ace in planning an expedition including climate, altitude, health and safety considerations. Discuss what precautions can be taken to minimise the risks. The children can use the internet to do their research and answer the questions on their role play cards. They may also use the image gallery and video clips showing some of the early expeditions. They may also use the appropriate factsheet, Who lives in the Everest region? Groups may then present their plan to the rest of the class and it can be assessed by the teacher and the rest of the class considering: Has the group carried out sufficient research? Have all possible risks been considered and dealt with? Should they be given funding to carry out research? Key question How has the environment been changed/affected by exploration and tourism? Resources Factsheet:  HYPERLINK "http://www.unlockingthearchives.rgs.org/resources/documents/Primary%20tourism%20factsheet%20-%20word.doc" Tourism in the Everest region Activity Sheet:  HYPERLINK "http://www.unlockingthearchives.rgs.org/resources/documents/Primary%20tourism%20activity.doc" The Impact of Tourism activity  HYPERLINK "http://www.unlockingthearchives.rgs.org/resources/documents/nat%20park%20activity.doc" Managing the Mount Everest region Activity One Use the Tourism in the Everest region factsheet to find information on the good and bad effects of tourism. Using the activity sheet, ask the students to cut and paste the facts into the correct place on the table. Ask the students to vote whether they think tourism is good or bad. A further activity can be a role play of the different interest groups. Groups can research the background to their situation and stance using the factsheets Who lives in the Everest region and Tourism in the Everest region Use the Activity Sheet Managing the Mount Everest region to structure the activities.    % & ' > ? 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