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Overview:
As students learn more about human biology, they should be encouraged to see examples of how the human body reacts to various "real-life" situations. This lesson asks them to investigate the things that happen to a person’s body as he or she ascends a mountain. Students will consider the effects of high altitude on a climber's mental state and will read about why renowned climber Ed Viesturs has decided to climb without supplemental oxygen. Would they make the same decision if they were professional climbers? This lesson plan can be used in conjunction with the National Geographic site Everest celebrating the 50th Anniversary Everest Expedition, which was made possible in part by the generous support of American International Group, Inc.
Connections to the Curriculum:
Geography, biology, earth science
Connections to the National Geography Standards:
Standard 4: "The physical and human characteristics of places"
Standard 7: "The physical processes that shape the patterns of Earth's surface"
Standard 15: "How physical systems affect human systems"
Time:
Two hours
Materials Required:
- Computer with Internet access
- Writing materials
Objectives:
Students will
- think about the skills that would be required to climb Mount Everest or a similar mountain;
- discuss their experiences in high altitudes;
- research and take notes on the physical and mental effects of climbing to high altitudes; and
- write paragraphs pretending they are professional climbers who are considering attempting their next summit without supplemental oxygen.
Geographic Skills:
Asking Geographic Questions
Acquiring Geographic Information
Answering Geographic Questions
S u g g e s t e d P r o c e d u r e
Opening:
Ask students to think about the skills that would be required to climb Mount Everest or a similar mountain. How do they think mountain climbing would affect a climber's body? What about the effects of exhaustion and high altitude on a person's mental state? Discuss their ideas as a class.
Ask if any students have ever been to a high altitude in which they felt physically uncomfortable. What symptoms did they experience? Do they remember how high up they were? Did they feel better as soon as they descended?
Development:
Have students conduct research about how climbing Mount Everest and other high-elevation mountains can affect a person's body and mind. Ask them to make a two-column chart with the headings "Physical" and "Mental." As they read through the following Web sites and any other materials they can find on the subject, have students record their findings in the charts. They should be sure to record the specific biological changes that occur when a person ascends to a high altitude, causing the symptoms of altitude sickness.
While students are at these sites, they should also record their findings about how the use of supplemental oxygen at high altitudes can help climbers. Ask them to answer these questions: How well does supplemental oxygen work? Does it make a person feel like he or she is breathing at sea level? How long does an oxygen canister last?
National Geographic: Everest—The Human Toll
Outdoor Action Guide to High Altitude
Outside Magazine: Into Thin Air
PBS: Denali for Kids—Body Breakdowns
PBS: Everest—High Exposure
PBS: Expedition '97—Alive on Everest
Closing:
Suggested Student Assessment:
Have students imagine that they are experienced professional climbers who have already ascended Mount Everest and several other mountains with supplemental oxygen. They are now considering whether they should take supplemental oxygen on their next ascent. Have them write paragraphs weighing the pros and cons of using supplemental oxygen. They should consider the following factors: physical and mental health, logistics, sense of personal accomplishment, and competition with other climbers. Ask them to provide specific examples for their pro and con statements, based on the things they have read in their research.
Extending the Lesson:
- Have students list the stages of altitude sickness, from the most mild symptoms to death. Ask them to describe the remedies for each stage of the illness (they should state that descending is the best remedy for each stage).
- Have students read this interview with journalist and climber Jon Krakauer. Ask them to write essays explaining whether they think the general public should be able to sign up for trips to the summit of Mount Everest. They should provide specific examples from the article and other sources they can find on this subject.
- Have students visit National Geographic's Everest: Measure of a Mountain to find out about the attempt to measure the exact height of Mount Everest. Have them describe how new technology has made this effort possible.
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