1. “EXTREME ENVIRONMENTS” Fuchs Foundation Arctic Expedition 2009 Crossing of the Greenland Ice Cap

2. The Expedition

4. The Science Projects Journey driven – Sports Science – Sports Psychology – Geography Emerging science – Human Geography – Expedition preparation

5. Geography

6. 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. T hink 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.

7. 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 work Planning Reflection on own abilities Map work / ICT / GIS Project based learning day Year 9 focus Cross curricular - Geography/PE

8. Cross Curricular Geography/Art

9. KS2 – Mapping a journey

10. During the Expedition Project Based Learning Day Year 8 Focus Cross curricular: Geography/History Satellite phone call Team work Enquiry Year 7 English project Wikipedia Listened to the radio broadcast

11. 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

12. Royal Geographical Project Virtual Journey

13. 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.

14. 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

15. From Ice Cap to Classroom Primary research – Human function and performance data Data analysis Bringing the subject alive Inspiration Your own expedition

16. 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

17. Thank you Any Questions? Close

18. Physiology Data Distance (Km) Kcal burned