Climbing Mt. Everest: Impact and Exploration
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Climbing Mt. Everest: Impact and Exploration

Grade 6Social Studies5 days
★★★★★
5.0 (1 rating)
This project-based learning experience invites sixth-grade students to explore the complexities of balancing adventure and environmental preservation on Mt. Everest. Students investigate the impact of human activities on the environment and local communities, explore cultural practices of the Sherpa people, and propose solutions to minimize negative impacts. Through various activities, such as creating route maps, conducting research, and engaging in discussions with mountaineers, students develop critical thinking and collaborative skills while addressing environmental and socio-economic issues linked to tourism and climbing expeditions.
Mt. EverestEnvironmental ImpactSherpa CultureTourism EffectsPreservationAdventure ExplorationLocal Communities
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we balance the need for adventure and exploration of Mt. Everest with the need to protect and preserve its environment and support the local communities?

Essential Questions

Supporting questions that break down major concepts.
  • What are the different routes to climb Mt. Everest and what challenges do they present?
  • How have human actions impacted the environment of Mt. Everest?
  • What are the effects of tourism and climbing expeditions on the local communities around Mt. Everest?
  • How do the Sherpa people and other local communities interact with and adapt to their environment?
  • What measures can be taken to minimize the negative impacts of human activity on Mt. Everest and its surroundings?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Analyze the different routes to climb Mt. Everest and identify the challenges associated with each.
  • Describe the various ways in which human activities have impacted the environment of Mt. Everest.
  • Evaluate the effects of tourism and climbing expeditions on the local communities around Mt. Everest.
  • Investigate how the Sherpa people and other local communities interact with and adapt to their environment.
  • Propose measures that could be taken to minimize the negative impacts of human activity on Mt. Everest and its surroundings.

Common Core Standards

6.G.5
Primary
Describe how human actions modify the environment.Reason: The project explores the environmental impact of tourism and human activities on Mt. Everest, aligning with understanding human modifications of environments.
CCSS.ELA-LITERACY.W.6.1
Supporting
Write arguments to support claims with clear reasons and relevant evidence.Reason: Students might write essays or reports arguing for specific actions to preserve Mt. Everest, supporting claims with evidence.
CCSS.ELA-LITERACY.SL.6.1
Supporting
Engage effectively in a range of collaborative discussions.Reason: The project includes discussions about sustainable practices and the effects of human activity, requiring collaborative communication skills.

C3 Framework for Social Studies State Standards

C3 Framework D2.Geo.5.6-8
Primary
Evaluate the interaction among human, physical, and biological systems in the earth’s surface.Reason: Students will evaluate how tourism and climbing impact the Mt. Everest ecosystem, including both local communities and wildlife.

Next Generation Science Standards

NGSS MS-ESS3-3
Secondary
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.Reason: The project includes examining measures to reduce human impacts on Mt. Everest, requiring application of scientific principles.

Entry Events

Events that will be used to introduce the project to students

Trash on the Trail Challenge

Present students with real data and images about the waste problem on Everest. Challenge them to brainstorm creative solutions to reduce environmental impact, promoting critical thinking about human-environment interactions.

Virtual Summit

Kick off the project with a virtual reality expedition to the summit of Mt. Everest, letting students experience the breathtaking views and challenges climbers face. This immersive experience will spark questions about the geography, climate, and socio-economic significance of the region.

Climbers' Forum

Invite a panel of real-world mountaineers and Sherpas for a live Q&A session, where students can ask about their personal experiences and the cultural impact of climbing on the local communities. This will illuminate the human stories connected to the mountain and inspire inquiry into the social and environmental aspects.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Route Mapper Adventure

Students will learn about the different climbing routes to the summit of Mt. Everest by designing their own route maps. This activity helps students understand the geographical challenges and the impact of these routes on the environment.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Explore different routes to climb Mt. Everest through videos, articles, and maps.
2. Draft a sketch of one of the routes based on the information gathered, marking key locations and features.
3. Create a detailed map using a digital tool or drawing paper, including obstacles climbers might face.

Final Product

What students will submit as the final product of the activityA detailed route map of Mt. Everest highlighting major paths and key geographical points.

Alignment

How this activity aligns with the learning objectives & standardsAligns with 6.G.5 by helping students understand human interactions with geography and the environment through route selection.
Activity 2

Impact Investigation

Students will research and describe the various human impacts on Mt. Everest, focusing on environmental degradation caused by climbing and tourism activities.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research human activities on Mt. Everest, focusing on litter, waste management, and resource consumption.
2. Summarize findings and illustrate how each activity changes or damages the environment.
3. Discuss potential solutions to mitigate these impacts.

Final Product

What students will submit as the final product of the activityA research report detailing human impacts on Mt. Everest, supplemented with graphs or charts.

Alignment

How this activity aligns with the learning objectives & standardsAligns with 6.G.5 and NGSS MS-ESS3-3 by analyzing human modification of environments and proposing ways to reduce negative impacts.
Activity 3

Cultural Connection Explorer

Students explore how the Sherpa people and local communities adapt to and interact with their environment, focusing on cultural practices that promote sustainability.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research traditional cultural practices of Sherpas and their connection to the environment.
2. Identify sustainable practices and how they help conserve the environment.
3. Create a visual or digital story that celebrates these cultural practices.

Final Product

What students will submit as the final product of the activityA storytelling project showcasing sustainable cultural practices among Sherpa communities.

Alignment

How this activity aligns with the learning objectives & standardsAligns with 6.G.5 by highlighting human-environment interactions and cultural adaptations.
Activity 4

Preservation Proposal

Students propose actionable measures to minimize human impact on Mt. Everest through a written report, supporting their arguments with evidence and researched data.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Identify key environmental issues through research and prior activities.
2. Brainstorm solutions and assess their feasibility.
3. Write a report proposing solutions, supporting claims with data and evidence.

Final Product

What students will submit as the final product of the activityA comprehensive proposal report on measures to preserve and protect Mt. Everest.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.W.6.1 by writing arguments with clear reasons and evidence, and NGSS MS-ESS3-3 by proposing minimized human impact solutions.
Activity 5

Community Conundrum

Students investigate the effects of tourism and climbing expeditions on the Sherpa and other local communities, examining socio-economic benefits and environmental challenges.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research case studies on the impact of tourism on local communities around Mt. Everest.
2. Conduct a mock interview with a Sherpa or community member to understand their perspective.
3. Create a presentation on the findings, including any proposed changes to current practices.

Final Product

What students will submit as the final product of the activityA presentation outlining the socio-economic and environmental challenges faced by local communities due to tourism.

Alignment

How this activity aligns with the learning objectives & standardsAligns with C3 Framework D2.Geo.5.6-8 by evaluating human interactions and socio-economic impacts.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Mt. Everest Exploration and Environmental Impact Rubric

Category 1

Content Understanding

Assesses the depth of students' understanding of the environmental issues and cultural aspects related to Mt. Everest.
Criterion 1

Environmental Impact Analysis

Evaluates the student's ability to analyze human impacts on Mt. Everest and articulate their significance.

Exemplary
4 Points

Provides comprehensive and insightful analysis of the human impacts on Mt. Everest, demonstrating a thorough understanding of their significance and consequences.

Proficient
3 Points

Offers a clear and well-supported analysis of human impacts on Mt. Everest, addressing key aspects effectively.

Developing
2 Points

Presents a basic analysis of human impacts on Mt. Everest, with some support and detail.

Beginning
1 Points

Provides incomplete or minimal analysis, with limited understanding of human impacts on Mt. Everest.

Criterion 2

Cultural Understanding

Measures the student's grasp of the cultural practices of the Sherpa and their interaction with the environment.

Exemplary
4 Points

Demonstrates a deep understanding of Sherpa cultural practices, articulates innovations and sustainability in interactions with the environment.

Proficient
3 Points

Shows a solid understanding of Sherpa cultural practices, detailing interactions with the environment with some insights.

Developing
2 Points

Gives a marginal understanding of Sherpa cultural practices and their environmental interactions.

Beginning
1 Points

Exhibits little or no understanding of Sherpa cultural practices or their environmental interactions.

Category 2

Critical Thinking and Problem Solving

Evaluates the students' abilities in problem solving and proposing viable solutions for minimizing human impact on Mt. Everest.
Criterion 1

Solution Proposal

Assesses the student's ability to propose thoughtful and feasible solutions to environmental challenges on Mt. Everest.

Exemplary
4 Points

Proposes innovative, well-reasoned solutions to environmental issues that reflect thorough analysis and critical thinking.

Proficient
3 Points

Presents reasonable and plausible solutions supported by data, demonstrating sound problem-solving skills.

Developing
2 Points

Suggests basic solutions with some support, showing emerging problem-solving abilities.

Beginning
1 Points

Offers limited or unsupported solutions with minimal evidence of critical thinking.

Category 3

Communication and Presentation

Assesses the effectiveness of the student's communication and presentation of their learning through different media forms.
Criterion 1

Clarity and Coherence

Evaluates the clarity and organization of communication in written or oral presentations.

Exemplary
4 Points

Communicates ideas clearly with excellent organization and coherence, using well-structured arguments.

Proficient
3 Points

Communicates effectively with clear organization and logical progression of ideas.

Developing
2 Points

Communicates ideas with some clarity and organization, but lacks coherence in places.

Beginning
1 Points

Struggles to communicate ideas clearly or with coherence, with disorganized presentation.

Criterion 2

Engagement and Collaboration

Measures the students' participation and collaboration in discussions and teamwork.

Exemplary
4 Points

Demonstrates leadership and initiative in discussions, actively contributing and collaborating effectively.

Proficient
3 Points

Participates actively and works well with others, contributing effectively to group tasks.

Developing
2 Points

Participates occasionally, showing some collaboration but inconsistent engagement.

Beginning
1 Points

Rarely participates or collaborates, with limited contribution to discussions.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on the entire project. What were your key takeaways regarding the balance between human exploration and environmental preservation on Mount Everest?

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Question 2

How did the different learning activities (Route Mapper, Impact Investigation, Cultural Connection Explorer, Preservation Proposal, Community Conundrum) contribute to your understanding of the driving question?

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Question 3

On a scale of 1 to 5, how effective were the proposed solutions you developed in the "Preservation Proposal" activity in addressing the negative impacts of human activity on Mount Everest?

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