Mount Everest: What Goes Up Should Come Down Unit Driving Question: How can we enjoy and explore unique natural areas while still protecting our environment?
Protecting Everest Lesson Driving Question: What actions can be taken to protect Everest and other natural areas?
- Using the lesson image, lead students in a brief warm-up discussion about the power of images to convey information using the following questions:
- If you had the choice of learning through reading or learning through looking at images, which would you choose? Why?
- What makes an image a powerful learning tool?
- Set up a gallery walk of infographics suitable for your class. Infographic examples could include one of the following:
- Distribute a copy of the Infographic Gallery Walk Reflection to each student and have students choose one of the infographics they viewed during the gallery walk to answer questions about.
- Lead a brief discussion to ensure students understand the key elements of infographics.
- Distribute the Rights of Mount Everest Infographic Reflection and Rubric and the Rights of Mount Everest Infographic Planner and review with students highlighting the descriptors for the exceeds expectations portion of the rubric.
- Model how students should fill out the planner using either the provided teacher copy, a personal model, or by using students' suggestions.
- While modeling the planner, direct students to review products from previous activities such as their Mount Everest: Know and Need to Know Chart and Costs of the Climb worksheets to determine which information will be most valuable in developing the final product. Remind students that their information should demonstrate their understanding of the lesson driving question: What actions can be taken to protect Everest and other natural areas?
- Have students select one of the rights from the class-created Everest Bill of Rights list developed in Protecting Mount Everest: The Rights of the Mountain and have them complete their Rights of Mount Everest Infographic Planner on their selected right. Have students submit their completed planner for teacher approval prior to creating the infographic to allow an opportunity for any necessary guidance or redirection.
- Have students create an infographic on one of the rights of Everest.
- When students have finished with their infographics, hang the infographics in the classroom or hallway and have students participate in a gallery walk. Prior to the walk, establish the purpose. Examples include:
- As you view each infographic, identify elements of each graphic that exemplifies visual appeal. Leave a compliment for the creator on a sticky note.
- As you view each infographic, identify which three most clearly present their ideas. You may place a sticker next to the three infographics you select.
- After the gallery walk, have students complete the Student Reflection portion of the Rights of Mount Everest Infographic Reflection and Rubric.
Use the provided rubric to assess students’ culminating projects:
- Student products should demonstrate a clear understanding of the responsibilities of citizens and governments in protecting natural areas.
- Student products should demonstrate an understanding of the purpose and implementation of public policies.
- Student products should explain potential approaches or solutions to current economic and environmental issues that show clear consideration to potential benefits and costs for different groups and society as a whole.
- Student products should be organized, succinct, visually appealing, and appropriate to the selected audience and purpose.
Extending the Learning
Community Service Extension: Have students participate in a cleanup of a local hiking trail, park, green space, or another natural area.
Art Extension: Have students use materials from local area cleanup to create an upcycled artistic visual that promotes awareness of environmental concerns within our natural recreation areas.
Community Involvement Extension: Students apply the rights they developed for Mount Everest to the natural areas in their community. They create another infographic and share those with a relevant government agency or civic organization.
Subjects & Disciplines
- English Language Arts
- Produce clear infographics that are persuasive and evidence-based.
- Project-based learning
- Information organization
- 21st Century Student Outcomes
- 21st Century Themes
Critical Thinking Skills
Connections to National Standards, Principles, and Practices
Common Core State Standards for English Language Arts & Literacy
- CCSS.ELA-LITERACY.RI.6.7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
The College, Career & Civic Life (C3) Framework for Social Studies State Standards
- D2.Civ.1.6-8: Distinguish the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of governmental and nongovernmental contexts.
- D2.Eco.2.6-8: Evaluate alternative approaches or solutions to current economic issues in terms of benefits and costs for different groups and society as a whole.
What You’ll Need
Materials You Provide
- Poster board
The resources are also available at the top of the page.
- Internet Access: Optional
- Tech Setup: 1 computer per classroom, Printer, Projector, Word processing software
- Community center
- Individualized instruction
Unique natural areas like Mount Everest are some of our world’s most wonderful and awe-inspiring destinations. People travel far and wide and invest great amounts of time, money, and personal energy for the opportunity to set foot even in Base Camp I, and then risk their lives to ascend and reach the summit. However, human interference in natural areas comes with its own consequences that can only be controlled through individuals and governments taking responsibility for the preservation of our natural world. Necessary laws and regulations are important in land and resource management, particularly as a means of imposing restraints. These restraints, whether local, national, or international, are designed to protect the environment from damage and abuse and to explain the legal consequences of such damage for governments or private entities or individuals.
- Infographics present information visually and succinctly. They integrate design, writing, and analysis with the bulk of the information you want to convey.
Recommended Prior Activities
- Danger Versus Desire: The Inspirational Power of the Peaks
- Mountaineering as Exploration, Recreation, and Vocation
- Protecting Mount Everest: Government and Individual Actions
- Protecting Mount Everest: The Rights of the Mountain
- Summiting Everest Today
- The Evolution of Climbing Everest
- Tourism, Waste, and the Effects of Climate Change on Everest
member of a country, state, or town who shares responsibilities for the area and benefits from being a member.
visual representation of data. Also called information graphic or graphic.
first step or move in a plan.
highest spot on Earth, approximately 8,850 meters (29,035 feet). Mount Everest is part of the Himalaya and straddles the border of Nepal and China.
rule or law.
responsible management to ensure benefits are passed on to future generations.