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Good Health!
After years of research
A Historic Backdrop
and preparation, the team
The word Himalaya (always singular) comes from was ready. By late May, 14
CHAPTER 7 Can You Take It?
in Nepal were first surveyed in the Great Survey research equipment and
of India. At the time, it was not known that the had brought back the 18
CHAPTER 9 Talk It Out!
tallest mountain in the world was part of this largest format motion
The large format film, EVEREST, is appropriate for all intermediate grades (4-8). This teacher guide will be most useful when accompanying the film
mountain range. Lying tucked away in the northeast pictures ever shot from the 20
VOCABULARY, RESOURCES, ACKNOWLEDGEMENTS
Now it needed a name. Many were suggested but organizer. He dreamed of going where his father
1
EVEREST © MCMXCVII All rights reserved. Printed in the USA.
the Surveyor General of India decided to name the had gone before him.
Araceli Segarra, a physiotherapist, became the winds,thin air, and on icy precipices? They did it
first Spanish woman to reach the top. Japanese in the face of great obstacles and with an amazing
climber Sumiyo Tsuzuki has climbed to 22,000 amount of inner-fortitude.
(6,706 m) and 23,000 feet (7,010 m) on the north First of all, the camera itself had to be specially
side of Everest on two pr evious expeditions.Dr. designed for such conditions. Specifically, it had
Roger Bilham, renowned geophysicist, joined the to be lighter weight.The body was reconstructed
expedition hoping to measure the mountain’s out of magnesium, so that now the camera, with
geologic forces. batteries and a loaded 500-foot (152 m) magazine
of film, was down to 48 pounds (22 kg.) Plastic
Did You Know? bearings were used in some critical areas, and
The “wind chill factor” refers to how cold you feel when standing in direct wind synthetic drive belts were added for their flexibility
versus the actual temperature. When it is cold your body works to maintain at low temperatures. The camera could now operate
heat by allowing heat to escape from your body and warm the air surr ounding at temperatures as low as minus 40 degrees F.
you. If the air is calm, the heat stays next to your body, maintaining your A camera used by news media, in contrast,
body temperature. When heavy winds blow, the air around you is constantly weighs 26 pounds (11.8 kg) and has enough video
moving, taking with it the warm air sur rounding you. Your body continues to tape to record 20 to 30 minutes of information.
create heat to compensate. The faster the wind, the more heat escapes The camera used to film major motion pictures
and the colder you feel.
weighs approximately 50 pounds (22.7 kg) when
For a classroom activity, you can determine approximate wind chill factor
fully loaded with lenses and film.
with the following formula or use the “Wind Chill Factor Index” (seeesrources):
A special 32-volt lithium cell battery pack,
Air Temperature minus (1.5 x Windspeed) = Wind Chill Factor weighing 6 pounds (2.7 kg.), provided the power
and operated well in cold temperatures. In addition,
(°F) - (mph) = (°F) the film base was Kodak Estar. Estar doesn’t shrink
or rip and is more stable at lower temperatures
Co-Director David Breashears ascended than traditional acetate.
Everest twice and has won three Emmy awards for
his cinematography there. Now, with his Austrian The Art of Filming
assistant cameraman, Robert Schauer, he faced Filmmaker David Breashears says that his biggest
the challenge of filming the biggest mountain in challenge was not carrying the IMAX camera, nor
the world with the biggest camera in the world— braving the cold and the altitude.It was “finding
an IMAX® camera. good light in a place where the spring sun quickly
At 10: 5 5a . m .o nM ay 23,ViestursandBreashears gets up high in the sky, making for very flat,
radioed in that they “couldn’t go any further.” unattractive shots.”He worried about finding
They had made it to the top. By 11:35 a.m. Norgay, good shots where it was safe to stop and not
Segarra, and Schauer plus five camer a team hamper the progress of the team.
sherpas (guides) had also reached the summit. three people from four other expeditions summited In the end,a total of eight were dead: five
In addition, Breashears had to learn to shoot Everest. Within hours the EVEREST team members climbers died on Everest’s south side, and three on
in the huge IMAX medium,quite different from learned all was not well with those climbers. That the north.One miracle occurred when Dr. Beck
Giant Mountain, Giant Camera other filming experiences.He also had to deal evening a fierce storm blew in.As darkness Weatherswhohad beenpresumeddead, stumbled
An IMAX camera weighs 92 pounds (42 kg.); a with “the contrast problems of filming in extremely descended, about twenty climbers were still strung into camp, severely frostbitten. Both he and another
500-foot (152 m) roll of film weighing 5.5 pounds bright light reflecting off white peaks.”And each out along the Southeast Ridge, with only a few of climber, Makalu Gau, were helicoptered to
(2.5 kg.) lasts only 90 seconds—six feet (1.8 m) of shot required a tripod or monopod, without which them making it to the South Col High Camp Kathmandu in an amazing rescue operation.
film per second. Each 500-foot (152 m) load shoots the shots would be too jittery. (Camp IV) that night. The IMAX Expedition Team rested and
1.5 minutes of film, passing through the gate at a As if those challenges weren’t daunting recuperated at Base Camp while monitoring the
rate of 336 feet (102 m) per minute,four times the enough,there was always the little problem of Team Rescue weather forecasts dispatched from points around
speed of 35mm. (IMAX differs from other film loading and unloading film stock with your bare the globe. Would they continue their mission now
Suddenly all ten expeditions on Everest merged
formats in its wider, horizontal design. It is actually fingers in minus 40º plus wind chill factor! in the face of such tragedy? Breashears summed
into one and everyone scurried about assessing
shot on 65mm film and projected on 70mm). their oxygen and medical supplies with which to up the team’s feelings: “The mountain is a place
TEA CHER GUIDE How did the team get this tremendously Tragedy and Triumph aid the rescue effort.A mini-hospital was set up of awesome beauty. Despite all the work, the TEAC HER GUI DE
heavy load up to such heights, and once they did, at Camp II, staffed by a doctor on one of the tragedies and the setbacks,we wouldn’t be going
2 how did they manipulate the equipment in high
The EVEREST Film Expedition Team was not alone
on the mountain. On May 10, more than twenty- expeditions. up again if there wasn’t also a lot of joy in it…” 3
Prayer Flags Butterfly
Adaptation
Objective: Students will make Tibetan prayer flags inactive at a moment’s notice.The caterpillars have
that can be strung together inside the classroom adapted to high altitude environments by having
or outdoors. flexible life cycles. Their life cycles can be completed
in one and one-half years, if there is an early spring
In the Film: For Climbing Leader Jamling Tenzing as opposed to two years following long winters.
Norgay and the team sherpas,offerings to the
deities were a natural and serious beginning to To Do:
the expedition. On the way to Base Camp, Norgay 1 Assist students as they research the types of
and Tsuzuki stopped to visit Kathmandu’s stupa of butterflies found in the regions where they live.
Swayambhunath (a shrine sacred both to Hindus 2 Ask students to research the types of butter-
and Buddhists). At Thyangboche Monastery, Norgay flies found in high altitude regions of the globe.
offered a ceremonial khata scarf to the presiding Students can report on the similarities and
monk of the monastery, who in turn, blessed the differences between butterflies that live in their
itemsacrossthe 19 , 0 0 0f o o t( 5,791 m)Nangpa La Objective: Students will construct a mobile to region and those which live in high altitudes.
bundle of prayer flags that Norgay unfurled on the illustrate the differences in the adaptations between
Pass to Tibet, returning with salt and wool. 3 After students have reported, have each one
summit.Across the valley at the Buddhist stupa of butterflies found in high altitudes and those found
Sherpas make prayer flags that are displayed select 3 species of butterflies from their research.
Boudhanath,20,000 butterlamps, or small oil lamps, in regions where students live.
at the various shrines and monastaries as they Try to get a good representation of geographical
were lit and hundreds of devotees joined in the
make the trek up Mount Everest.They do this to regions from the class so the model students
lighting ceremony. In the Film: As the expedition team treks through
honor the mountain and the spirits living there. construct will show diverse butterfly adaptations.
many ecological zones to their first base camp, they
Materials: At least forty sherpas or guides,assisted this 4 Have students draw their butterfly selections,
notice animals, insects, butterflies, and plants.
■ One sheet of drawing paper filming expedition.They carried supplies and color them in and carefully cut them out.
Each species displays its unique adaptations to the
11”x 17”(29 x 44 cm) for each student camera equipment sometimes weighing over 60 5 To make the butterfly mobile, have students
Himalayan environment. Co-Director David
■ Crayons, markers, or water colors pounds (27 kg.) The film crew was amazed at attach each butterfly they have made to a sep-
Breashears even spotted an Impeyan pheasant,
■ Fishing line or cotton rope how fast they could carry these heavy loads up arate piece of fishing line or thread with tape
Nepal’s iridescent national bird, as well as an
■ Stapler or clothespins steep slopes at such high altitudes. (tape may not adhere if cr ayons are used. In
endangered musk deer on this expedition.
Teacher Prep Notes: Prayer flags are handled in To Do: that case, make a small hole to tie thread or
Materials: fishing line). Tie each piece of line or thread
a special way. They should not be put on the floor. 1 Have students think about messages they ■ Drawing paper for each student to the hanger in different areas, and at dif-
If they need to be discarded, the respectful way to would like taken around the world.What ■ Crayons, markers, or water colors ferent heights, so the butterflies hang
do this is by burning them in a clean area. would they like to say to students in another
Did You Know? ■ Scissors without touching each other. Hang
They are never thrown away in the trash. If part of the world? What would they like to say
More Nepalese have ■ 1 wire hanger for each student each mobile from the ceiling.
you choose to do this activity, please try to to world leaders? Examples of messages could
climbed Mount Everest ■ Fishing line or thread of various lengths for
respect the Tibetan culture. include peace in the Middle East,the end of What’s Going On and Why: The
than any other nationality, each student
Messages can be written by individuals, world hunger, or an end to gang violence. butterfly mobiles represent the
and Sherpa Ang Rita ■ Tape
or the class as a whole can decide on two or 2 With these types of writing prompts, students various populations of species
holds the record as of ■ Access to a library and Field Guide books
th ree messages. Each student can personalize construct a message which fills the drawing that are able to live in a variety of
1996, reaching the about butterflies
summit ten times. the illustration of the group message. Students paper leaving a 3-inch (7.6 cm) border at the geographical regions, including
can ask their parents for a message and top. These messages can also be illustrated Teacher Prep Notes: This activity can take several high altitudes. By observing the
send one from their families. with symbols of their meaning. days for research,oral reports and the actual mobile paper butterflies, students can
Artist’s drop cloth or muslin material may be 3 When finished, the teacher may turn the border construction. see the diversity of life in the
used instead of paper. Cut in 12" (30 cm) squares, over the fishing line or rope and staple or regions of the world and relate
Background: Butterflies have co-evolved with
fold edges, and tape with masking tape to prevent clothespin the flags on.These can be hung in this diversity to their own region.
plants. In areas where there is a diversity of plants,
fraying. Use watered-down acrylic paints for the classroom or outdoors.
scientists will often find a diversity of butterflies. Taking it Further: Discuss the
messages and symbols.
What’s Going On and Why: Prayer flags are Few species of butterflies can exist at high altitudes. different sizes and colors of the selected
Background: rectangular pieces of cloth, 12”x 12”(30 cm x 30 cm), They have been able to adapt to the oxygen butterflies.How do these affect their survival?
The Sherpas—Highlanders of the Himalaya that have Buddhist scriptures, mantras, and deity restrictions of these areas by decreasing in size. Research the types of plants that live in each
Sherpas, or people from the east, are a comparatively symbols written on them.They are hung through- Their darker color allows them to absorb solar of the regions where the mobile butterflies live.
small ethnic group that originated in Tibet. Now, out the Himalayan region in many places including warmth more efficiently. The climate in the high Discuss the diversity and interdependence of the
about 3,000 of Nepal’s more than 10,000 Sherpas monasteries, houses, and atop poles on Mount altitude areas affects their activity and butterflies plants in relation to the butterflies.
live in the Khumbu, an area extending southward Everest. It is believed that the prayers written on slow down or stop activity completely when there
TEACH ER GU ID E from Mount Everest.They raise yaks for milk, the flags rise toward the heavens with each gust of is cloud cover. They are dependent upon the sun’s TEA CHER GUI DE
Building Mountains the boards, allowing for some of the land form
created to come off the board onto the plastic
wrap. The land form created could be modeled
be seen in the San Andreas fault in California.
Here the Pacific Plate is moving northwest rela-
tive to the North American plate. Earthquakes
after Mt. Everest and the Himalaya Mountains. occur near areas that are transformation faults as
4 Once the two continents are complete, the land forms slide by each other.
Objective: Students will design two continental Teacher Prep Notes: This activity is designed to In this activity the clay“land forms”collide
arrange themon a flat surface as indicated in
plate models with horizontal land features and be done as a demonstration, but can be adapted with the force you apply. Depending on how hard
Diagram A and B.
observe the results created by the force of plate for small group experimentation.
5 Now firmly push the two land forms, still the force is, the clay could be forced up to form
tectonics. tall, jagged mountains,similar to Himalayan
Background: Today we know that the ten tallest attached to the boards, together until they
In the Film: The EVEREST team takes a helicopter mountains in the world are found in the Himalaya. touch.Ask students to observe what happens peaks.
trip from the Kathmandu Valley to the village of It is in this area where 20,000 foot (6,096 m) peaks to the portions of the land forms as they begin
Taking it Further: By varying the amount of
Lukla to begin their journey up the mountain. are common along the 1,500 mile (2,414 km) long to make contact. Keep pressing firmly on the
pressure,how might the outcome be affected?
During the flight, Dr. Roger Bilham is coaxed into range. Mount Everest is calculated to be 29,028 feet boards,forcing them to move together. Notice
Discuss why some areas of the clay land forms
giving an impromptu geology lesson on the (8,848 m) and growing, perhaps up to 1.6 inches that the harder you push, the closer the land
might receive more pressure than others. How
incredible natural forces that are at work to create (4 cm) a year. The growth of this mountain and the forms get and the more clay is moved away
would this affect the seismic activity in the areas?
the peaks of the Himalaya. Computer-Generated surrounding range can be attributed to theories of from the collision point. See Diagram C.
What parts of the land form would students
Imaging (CGI) assists in demonstrating the mil- continental drift and plate tectonics. Scientists
What’s Going On and Why: In this demonstration expect to be more seismically active? Try the activ-
lions of years of growth of the Himalaya.The believethatthe continents o ft h e earthare constantly
the force of plate tectonics is simulated by the ity again creating different reactions to the forces
Indian plate, in its collision with the Asian plate, moving, or drifting,on the layer of semi-molten
p u s h i n go ft h e clay landformstogether.The constant of plate tectonics and continental drift.
proceeds to slide beneath the Asian plate.The top rock found below the crust of the earth. This theory
of the Indian plate is scraped off and begins is coupled with the idea that these constantly propelling represents the
stacking up, creating the mountain range.The moving continents collide into each other along forces that are moving the
continual force of this collision pushes the land their perimeters. The areas where the continents continentsof the earth.
masses upward to form the peak of Mount Everest collide are areas where heavy seismic activity (earth- Whentwo landforms
and the Himalaya. quakes,volcanoes)isfound. I ti s a l s oa tt h e perimeter collide, several things can
of the continents that very high mountain ranges, occur and each of these Diagram A
Materials: can be related to actual
such as the Himalaya, are found and are illustrations
■ Several colors of plastic modeling cla y geological occurrences
of the f o rc eu s e dt op u s hm o u n t a i n s t og reat heights.
■ 2 rectangular pieces of cardboard or Styrofoam on earth.
cut to 81/2” by 11”(22 x 28 cm) To Do: One type of reaction
■ Plastic wrap 1 Begin by attaching a piece of plastic wrap, is called subduction.This
■ Tape approximately 2”(3 cm) wider and longer than occurs when the two
the piece of cardboard or Styrofoam with tape. plates collide and one,
for a variety of reasons,
is forced below the other Diagram B
How Big is Mount Everest? one.This is evident as the
Pacific plate descends
STRUCTURE LOCATION COUNTRY HEIGHT
beneath the Andean plate,
Mt. Everest Himalaya Tibet/Nepal 29,028 ft (8,853 m) along the Andean Trench,
Mt. McKinley (Denali) Alaska United States 20,320 ft (6,198 m) off the coast of South
Elbrus Caucasus Mountains Russia 18,510 ft (5,646 m) America.
Another typeof
Mont Blanc Alps France/Italy 15,771 ft (4,810 m)
reactioncauses huge
Matterhorn Alps Italy/Switzerland 14,690 ft (4,480 m) mountains to form.The
Mt. Whitney California United States 14,494 ft (4,421 m) area where two plates
Mauna Loa Volcano Hawaii United States 13,680 ft (4,172 m) come together is called Diagram C
a convergent boundary. See
Cameroon Volcano Cameroon Africa 13,354 ft (4,073 m)
Diagram D. The Himalaya
Asama Volcano Nagano-ken Japan 8,300 ft (2,532 m) were formed when the
Empire State Building New York United States 1,472 ft (449 m) Indo-Australian plate
World Trade Center New York United States 1,350 ft (412 m) collided with the Eurasian
plate.The dirt and rock
Eiffel Tower Paris France 984 ft (300 m)
from each plate was forced
TEACH ER GU ID E
Gateway Arch St. Louis United States 630 ft (192 m) together and because of TEA CHER GUI DE
Great Pyramid Giza Egypt 450 ft (137 m) the force, crumpled up
6 to make tall mountains. Diagram D 7
What Is Your Latitude
and Longitude?
Diagram A Diagram B
Objective: Students will create a map of the class- these lines are important. How can they be used
room and learn how to use latitude and longitude for navigation? What would happen if we had no
to locate features. directional lines on maps?
In The Film: EVEREST film team members arrived at To Do:
base camp on Mount Everest fully aware of the 1 Create a map of your classroom, using your NORTH
land formations and the possible weather patterns own latitude and longitude lines to document
that might affect their climb. They each studied where objects are in the room. Diagram C
maps of the region and were able to gather valuable 2 Measure and record the dimensions of the
information about the world’s tallest peak by classroom and using these measurements, find
evaluatinglatitude,longitudeand other geographical the center of the classroom and record this
information. By learning as much as possible from information.
latitude and longitude data, before they arrived, 3 Fold the large sheet of paper in half along the
the team was better prepared for the hazards an width, then open it. Fold it again along the
expedition like this presents. length and open it again.
4 Using a ruler, draw a line on both folds to
Materials:
create an X and Y axis on the paper.
■ Large sheets of blank paper—approximately
5 Label the X and Y lines while marking 0º at
11”x17”(29 x 44 cm)
their intersection. See Diagram A.
One sheet for each student
6 Using a ruler, create a graph on the paper by
■ Measuring tape
drawing lines along both axis lines every inch
■ Pencil for each student
(2.5 cm), being sure that the number of lines
■ Ruler for each student
equals the number of feet of the classroom.
■ A large world map (with latitude and
Every line on the graph should equal 1-foot
longitude lines)
(.3 m). The result: each square of the graph
Teacher Prep Notes: This activity is designed as will equal one square foot of the classroom.
a precursor to: Global Positioning System (GPS). 7 Determine which walls of your classroom face
The map created by students here will be used in north, south, east and west and label your
that activity. map accordingly.
8 Label the lines going out from the X and Y axis
Background: Before beginning this activity, show 10º, 20º, 30º,40º etc. Continue in all four direc-
the class a world map that depicts lines of latitude tions to the end of the paper. See Diagram B.
and longitude. Explain that lines of latitude, also 9 Measure the position of furniture in the class-
called parallels, circle the earth parallel to the room by square feet or meters and copy the
Equator, like steps on a ladder. These lines run location on the map, using the zero point of
east and west, but are measured as north or south the grid as the center of the room. Students
from one pole to the other. Lines of longitude, can map as many features as they wish
known as meridians, run north and south through depending on how detailed they want
each pole. Lines of longitude are separated furthest classroom maps to be. See Diagram C.
at the equator, and are measured as east or west ap When the map is complete, challenge students
of the Prime Meridian.The Prime Meridian runs by moving a piece of furniture.What happens
through Greenwich,England. to the map when the furniture is moved? SOUTH
The lines of latitude and longitude do not change; Discuss how students could alter the map to
they are static.These lines are read as the number reflect the changes in the room, keeping in
of degrees, followed by directions of north, south, mind that the lines of latitude and longitude
east or west. Latitude is read first, followed by will not change. Taking it Further: Ask the students to use the In the same manner, have students create
longitude.An example of proper latitude and latitude and longitude lines to locate different maps of the school campus or of their neighbor-
longitude coordinate recording would be: 30°N objects in the room. For example: Where is the hoods. Have students locate objects or special
TEA CHER G UIDE (latitude) and 90°W (longitude). Have students teacher’s desk? The answers should be read as locations on those maps and ask other students TEAC HER GUI DE
mark these coordinates on the world map. Their number of degrees followed by the directions to find them according to the coordinates given.
8 location is New Orleans, Louisiana. Discuss why north, south, east or west. 9
Global Positioning
System
Objective: Students will learn how radio waves for researchers, mountain climbers, automobile
sent from orbiting satellites can be used by Global travelers, truckers and for other non-military use.
Positioning System (GPS) receivers to find latitude Today small, hand-held GPS receivers can be
and longitude positions. activated to give people extremely accurate navi-
gation information. The Global Positioning System
In The Film: As a part of the EVEREST Filming
has the ability to give every square meter of the
Expedition in 1996, geophysicist,Dr. Roger Bilham
earth’s surface an independent address, which can
joined the team to study the processes responsible
be used for mapping terrain.As continental plates
for forming and reforming Mount Everest. Dr.
shift and move, their locations can be recorded and
Bilham has been instrumental in applying Global
continuously updated.Thanks to the information
Positioning Systems (GPS) satellite receivers to
gained using GPS, scientists can track the latitude,
the measurement of changes in distance between
longitude and altitude of mountain ranges such
horizontal point on the surface of the earth.
as the Himalaya.
Members of the film team carry small, portable
GPS receivers to metal pins that have been driven To Do:
into the ground at specified points on Mount 1 Ask students to label each of their strings A, B
Everest. By comparing the readings taken at these and C. Each string represents a different satellite.
points over time, geologists can track the move- 2 Using the colored markers, have them measure
ments of Mount Everest and the Himalaya. each satellite string with 1-inch (2.5 cm)
increments. Have all students use the same
Materials:
color for each measurement, i.e. all students will
■ Maps of classroom made in Activity 4
use a blue pen to mark the first increment, a
■ 3 pieces of string per student
green pen to mark second, etc.
■ Ruler
3 Have students tape their classroom maps, made
■ Colored markers
in Activity 4, to the desk or table top to prevent
■ Tape
them from moving.
NOTE: Each string should be long enough to
4 Select three locations around the edge of the
reach anywhere on the map from a single point
map and have each student place the designated
along the edge of the map.
string there, one in each of the areas you choose.
Teacher Prep Notes: Classroom maps made in Secure the stings with tape.
Activity 4 will be used to perform GPS experiment. 5 Radio waves travel 1,860 miles in 1/100th of a
second. Each mark on the satellite string rep-
Background: The Global Positioning System resents 1/100th of a second. This means that
(GPS) uses communication between earthbound two inches on the string will equal 2/100ths of
receivers and approximately 24 satellites that are a second and so on.
orbiting the earth at very high altitudes.The satel- 6 Give the following information to students:
lites, which orbit the earth twice a day, continually Satellite A received radio signals in 5/100ths of
broadcast the time and its position (latitude and a second; Satellite B received radio signals in
longitude) via radio wave signals that are picked up 7/100ths of a second and Satellite C received
by the ground based GPS receivers.The receivers signals in 9/100ths of a second.
pick up the radio waves and measure the time 7 Have students count the inches (centimeters)
mation could tell us the exact latitude and could be anywhere along its curve. When a second
interva l st h a ta re needed to get the satellite’s signals. on their strings to correspond with the infor-
longitude of the map position. If a fourth string string, or satellite, is added, the range of possible
The receiver then calculates the distance between mation given.(Satellite A string at 5 inches,
were added to the activity, information about locations is narrowed.The third string, again
it and the satellite ( SPEED X TIME = DISTANCE). Satellite B string at 7 inches and Satellite C
the altitude of the location would be known. representing a satellite,narrows the possible
The GPS receivers must get signals from three string at 9 inches). Students should hold onto
location for GPS receivers to one point, where
orbiting satellites in order to provide accurate each string at the corresponding mark, until What’s Going On and Why? The strings repre- the arcs from all three strings or satellites meet.
latitude and longitude positions on earth. Four they have all three strings, held together in one senting the three satellites are needed to display
satellite signals must be received in order for the hand, over the map. the necessary coordinates to provide accurate GPS Taking It Further: Arrange to have a portable
GPS receiver to provide accurate latitude, longitude 8 If there was a GPS receiver at the point where readings. One string, or satellite signal, creates an GPS receiver available for students to experiment
TEACH ER G UID E and altitude positions. all the strings meet, it would know where the arc corresponding to the amount of time the signal with. Outdoor equipment retail outlets may sell TE ACHER GUI DE
The Global Positioning System was designed orbiting satellites were, how long the signals took to arrive at the GPS receiver. The arc,created these items and may be contacted for classroom
10 for military use and recently has become available took to reach the receiver and from that infor- by the curve of the string,shows the GPS receiver demonstrations. 11
Good Food, Fats, Oils & Sweets
USE SPARINGLY
Good Health!
Objective: Students will evaluate their daily food provide the body with energy. There are two types
intake and determine how their diet relates to of carbohydrates—simple and complex. Simple
their physical well-being. carbohydrates are made from one or two sugar Milk, Yogurt &
units and are found naturally in fruits, vegetables Cheese Group
In The Film: As we see the film team members
and milk. Simple carbohydrates are also found in 2-3 Servings Meat, Poultry,
fight bone-chilling winds and freezing cold in
table sugar, hard candy and soft drinks.These Fish, Dry Beans,
their attempt to reach the summit of Mount
types of simple carbohydrates give us a “boost”of Eggs & Nuts Group
Everest, we wonder how they find the strength to
energy as our body uses the energy.“Junk food” 2-3 Servings
climb. The food they eat must sustain them
simple carbohydrates do not provide the vitamins,
through these extreme conditions.Deputy
Did You Know? minerals or fiber that the natural simple carbohy-
Leader, Ed Viesturs references one meal:
An average breakfast for drates do.
climbers on an Everest “…some sliced, lightly sauteed Spam along Fruit Group
Complex carbohydrates also provide energy.
expedition includes: two with some mustard.” But Climber Araceli 2-5
They are plentiful in grains, starchy vegetables,
granola bars, two bowls Segarra dreams of ice cream, vanilla with “a Servings
and beans (legumes). The body converts both types
of fortified instant cereal, little cream topping.” of carbohydrates into glucose (blood sugar) to
peanut butter, and dried produce energy, but complex carbohydrates provide Vegetable Group
Materials:
fruit. Lunch can include:
the added benefit of vitamins,minerals, and fiber. 3-5 Servings
■ A copy of the traditional Food Guide
crackers, nuts, power
Pyramid
bars, dark wheat bread, To Do:
■ Paper to make“Dietary Log Books”
salami, cheese and 1 Have each student create a “Dietary Log
candy bars for dessert.
■ Pencils Book.” Provide space to record lists of the
Dinner: Noodle soups, Teacher Prep Notes: This activity is items eaten every day and space for them to
freeze dried dinners record how they feel physically.
designed to take several class periods for the
(similar to those back-
accumulation of data.Several more days may 2 Ask students to record everything they eat and
packers eat), crackers, drink each day for one school week in their
be needed to evaluate gathered data.
nuts, meat and cheese “Dietary Log Book.” Students should record
selections, with a candy Background: The Food Guide Pyramid the approximate amount of each food item.
bar for dessert. Climbers indicates the ideal number of servings from Be sure that students are recording what they
may drink cocoa, herbal each of the food groups found in a balanced eat for breakfast,lunch, and dinner, including
teas, milk (yak milk, too!) diet, according to the U.S. Department of
or hot cider, while climb-
all snacks or treats. Students can keep a journal
Agriculture and the U.S. Department of of how they feel physically after each meal.
ing. Caffeine and alco-
Health and Human Services. They should record how much energy they had
holic drinks are not rec-
The largest part, at the bottom of the or how tired they felt after each meal or snack.
ommended for those who Bread, Cereal,
pyramid, encompasses the group of foods
climb at high altitudes. Rice & Pasta
that has the highest number of accepted
Group
daily servings.This level includes bread,cereal,
6-11 Servings
rice and pasta.Six to eleven servings from this
food group are acceptable each day.
Vegetable and fruit allowances are marked in
the next level and add to a balanced diet.This the physical attributes associated with the 6 Students can use the Food Guide Pyramid as a
includes dark leafy green and yellow or orange foods eaten by the other student.The student reference to see suggested serving amounts of
fruits or vegetables and starchy vegetables like reviewing the Log will act as the “Registered the essential foods in a balanced diet. Can
potatoes. Two to five servings from this pyramid Dietitian”working with a team of men and they predict how a classmate will feel after
level are adequate each day. The next level of the women training to climb Mount Everest. eating certain meals or snacks? Help students
Food Guide Pyramid includes milk, cheese, poultry, 5 Have students evaluate the quality and quantity adjust their daily food intake to allow them to
meat,fish, beans, eggs, and nuts. We can eat two of the foods listed in the Log and relate them have more energy.
to three servings from this section every day. to a trip to Mount Everest. Would the student
The smallest portion of the pyramid, located whose Log they reviewed make a good climber? What’s Going On and Why? To achieve peak
at the top, includes the allowances for sweets, fat 3 Have students also record any exercise they have Does that student eat a balanced diet, according performance in physical fitness, we must eat a
and oil. Foods in this category provide calories but performed each day in their “Dietary Log Book.” to the U.S. Department of Health and Human balanced diet and exercise regularly. Exercise helps
TEACH ER GU ID E little else nutritionally and should be eaten spar- 4 At the end of one school week, ask students to Services? Did the exercise recorded affect how keepthe musclestonedand a balanced diet provides TE ACHER GUIDE
ingly, with no more than three servings per day. trade their “Dietary Log Book”with a classmate. much the person ate or how they felt after the fuel needed by the muscles during exercise.
12 Carbohydrates are examples of nutrients that Have students read the list of items eaten and eating? 13
Can You Take It? What’s Going On and Why: Your body is an
incredible machine that has interdependent
systems for optimum performance.The circulatory
system is very dependent on the respiratory system.
W h e no n e system is working hard the other systems
are taxed to work harder. When you exercise, your
Carotid heart is forced to work harder to pump blood to
Arter y supply oxygen to your muscles.As exertion
increases, more oxygen is needed by the muscles.
Objective: Students will exercise to test changes The lungs expand more fully and more often
in their pulse rates and to experience the need for when the heart is beating faster. This is why you
more oxygen. breathe more heavily when you perform rigorous
Did You Know?
Living creatures must breathe In the Film: In the film we see people exercises. Oxygen is brought into the body by the
in enough oxygen to live. At silhouetted by the huge, rocky peaks of lungs, then transferred into the blood and muscles.
sea level, air presses on us the Himalaya in the background.These Men and women who climb tall peaks, such as
at about fifteen pounds per mountain climbers are working their way Mount Everest,push their bodies to extremes.
square inch and one-fifth of up the dangerous face of Mount Everest, They must acclimatize themselves to the high
that air is oxygen. As we climb pushing their bodies and minds to the altitude and the subsequent lack of oxygen.
higher than sea level the To Do:
limit.Every foot of their ascent causes their The climbers featured in the film were able to
amount of oxygen available to 1 Set up the table and chair as a “pulse-taking
hearts to beat faster, partly from extreme acclimatize their bodies to the high altitude envi-
breathe decreases, and the test station.” The location for the test station Nose — Run X3.”Record the pulse rates for
physical exertion, partly from the thinning ronments by spending extended periods of time
air thins. In fact, the summit should be in a relaxing atmosphere, free from each student performing this test in this section
air, and partly from sheer exhilaration. at base camp and at high elevation training areas.
of Mount Everest has only one loud noises, with low lighting.The test station of the chart.
third of the air pressure found
Deputy Climbing Leader, Ed Viesturs is area should also be near the stairway. In the Taking it Further: Have students graph the
the only team member to climb Everest NOTE: If any of the student test subjects becomes
at sea level and therefore has test area each of the four student test subjects results of the test and display. Have them make
without bottled oxygen because he has lightheaded or dizzy at any time during the activity,
only a third of the oxygen. will have their pulse rates measured and comparisons of their “Dietary Logs”from Activity 6.
conditioned his body, by a process called stop the tests and select another test subject.
High altitudes and a lack recorded.The measurements should be taken Are students who eat well and exercise better able
of oxygen can cause myriad acclimatization, to the the lack of oxygen. when the subject is calm,and has a resting to cope with the lack of oxygen? Have test sub-
physical problems. Symptoms 8 Ask the test subjects to describe how they felt
Materials: heartbeat. jects make three more trips up the stairs, this time
both mentally and physically as they completed
of Acute MountainSickness ■ Four students as test subjects 2 Have students practice taking pulses several carrying a heavy load of books. How does this
(AMS) are headaches, weakness each portion of the activity. Ask them if they
■ A clock with a second hand times until they feel comfortable with the experience relate to what the climbers on Mount
and nausea. These usually noticed a change in their breathing rate as
■ Access to a staircase procedure. Students may be able to take the Everest endure?
improve rapidly, and climbing they increased the workout length,duration,
(with at least ten steps) pulse measurement from the carotid artery
slowly—no more than 1,500 and difficulty. Ask how each felt when the
■ Clothes-pin for each test subject more easily than from the wrist but they should
(457 m) per day over 10,000 clothes-pin was on their nose.
■ Chart paper ■ Pencil learn how to administer both forms of pulse
feet (3,048 m) and acclima-
■ A table ■ A comfortable chair reading.
tizing yourself to the altitude
graduallycan help considerably
3 Take a resting pulse rate by using one of the
Teacher Prep Notes: If no staircase is two methods listed above.
in avoiding these symptoms.
available, student may run in place or do 4 One at a time, have each of the student test
Severe cases of oxygen
pushups.Students may choose to pinch subjects walk briskly up and down the stairs
depletion can result in High
nose with fingers rather than use the one time, returning to the test station for pulse
AltitudeCerebral Edema(HACE)
clothes-pin. reading. Record the pulse rates of each test
which requires immediate
treatment or may be fatal. Background: One way to take a pulse subject on the chart paper under the heading
More common is High Altitude measurement is to lightly hold the right “Brisk Stair Climb—X1.”
Pulmonary Edema (HAPE), arm of another person. Gently grasp the 5 N e x t ,h ave the same students who participated
water in the lungs, which can arm by the wrist with your fingers. Place in the first test, run up and down the stairs,
be dangerous without treat- the tip of your middle finger over the artery one at a time, as fast as they can. Make a new
ment as well. Breathing oxygen
located near the tendons on the inside of heading on the chart “Fast Run Stair Climb”
will help, but rapid descent and record the new pulse rates, again for ten
the wrist. You will feel a stronger pulse if
will be necessary. seconds.
you place your middle finger on the artery
nearer the thumb, moving your hand until you 6 Now, increase the number of “running”trips
feel a gentle throbbing. To record the pulse rate, use to three.A new section will be needed on the
a clock‘s second hand and count the number of chart for the pulse data and it will be titled
beats you feel for ten seconds. “Stair Run — X3.”
Use the carotid artery as another way to 7 For the last part of the test, the students will
measure pulse rates.The carotid artery is located deal with a different variable. Each student
on the inside of your neck, just below the jaw. will close their nose with a clothes-pin before
they run the stairs. Students should plan to
TEACH ER GU ID E NOTE: It is important not to take a pulse reading keep the clothes-pins on their nose until after TE ACHER GUIDE
with your thumb. The thumb has large blood vessels their pulse rates have been recorded.A new
14 and a pulse which can confuse your measurement. heading will be needed for this test,“Pin On 15
Each time we exhale, we expel gases mixed
Drink It Up! with water vapor into the air. In dry regions we are
f o rc e dt ob re a t h em o re . As we breathe more oxygen,
water is released into the atmosphere in vapor
form.
Evaporation also uses up moisture. Body
water, now in perspiration form, comes
to the surface through the pores of the
skin where it is exposed to the cool
Objective: Students will experiment with pieces The sunlight and the air will eventually dehydrate dry air. The increased amount of
of fruit to see the effects of dehydration. the slices, but an oven will speed up the process. water vapor released into the
Natural dehydration is, historically how people
In the Film: Luck plays a heavy role in the out- air and the evaporation of
have preserved fruit and vegetables for out-of-
come of situations on a mountain such as Mount sweat from exercise are two
season use.If you choose to dehydrate this way,
Everest, but experienced climbers know how to reasons why keeping the
do not allow students to eat the dehydrated
take advantage of every opportunity to make body hydrated is a major concern.
banana slices. Exposure to bacteria and other air-
their own luck.They prepare well in advance by
borne organisms will be increased due to the To Do:
planning all the equipment, food and other supplies
length of time the slices are exposed.A fruit and 1 Peel the banana and slice it into pieces about
they’ll need. And they plan for emergencies: oxygen
vegetable dehydrator may be substituted in place 1/2 inch (2 cm) thick.
bottles for the high altitudes, special clothing for
of the oven. Follow the manufacturer’s directions 2 Dip each banana slice into the lemon juice to
the extreme temperatures, and specialized foods
for the operation of the food dehydration machine. keep it from turning brown during the activity.
and beverages to keep up their energy levels and
Packages of pre-dried bananas can be purchased 3 Place the banana slices onto the cookie sheet,
avoid illness.
if no means to dehydrate the fruit as indicated are forming a single layer. Make sure that the What’s Going On and Why: Almost 75 percent of
Materials: available. slices are not touching each other or the side the human body is made up of water. Since our
■ A fresh, firm banana of the pan. bodies contain so much moisture, we are always
Background: Men and women who attempt high
■ A sharp knife 4 Place the cookie sheet into the oven that has in danger of becoming dehydrated.Dehydration
altitude climbing face one of the most serious
■ A few drops of lemon juice been pre-heated to 140° Fahrenheit (60° is a process that removes bound water (oxygen
problems for humans: dehydration, the abnormal
■ A cookie sheet Celsius).Allow the banana slices to dry in the and hydrogen molecules) from the body or from
depletion of body fluids.At high elevations,the
■ Tongs oven for several hours. Turn each banana slice moist food.The banana slices used in the activity
human body must work harder than at lower
■ Oven mitts over, with the tongs, every half hour to allow illustrate the importance of water in living things
elevations to complete even the simplest tasks.
■ An oven even drying on both sides. It is important to and show us what happens when the water is
Also, in conjunction with the cold temperatures, dry the banana slices not cook them. removed from something that was once alive.
Teacher Prep Notes: This activity is designed to this cold, dry, high altitude air robs the human 5 As the slices begin to dehydrate, their shape Dehydration is one of the most dangerous
be done as a demonstration and may take several body of much needed water. and texture will change. The thickness and mass aspects of a trek to Mount Everest’s summit.The
class periods to complete. Teachers may will also change as the fruit is dehydrating. moisture found in the exposed portions of your
choose to have students make observations 6 The banana slices will be fully dehydrated body, such as your lips and eyes are robbed of
about the dehydration process as a part when they no longer stick to the pan or to the their moisture when the air is dry. When too
of the activity. other slices.Another way to tell if the slices much water is taken from the body either from
If an oven is not a vailable,banana are fully dehydrated is by cutting open one evaporation of sweat or from breathing, and is not
slices may be dried naturally by leaving slice and squeezing it. If no moisture can be replenished, the danger of dehydration is high.
out in a sunny location for several days. expressed then the slice is dehydrated.Allow The human body, with its exposed supple skin, is
the slices, now called chips, to cool completely. constantly losing moisture in much the same way
7 Once the chips are cool, allow students to as the banana slices in the activity. Have you ever
taste the dehydrated food.Ask students to felt your lips or eyes begin to get dry because of
compare the banana slices to the banana chips. low humidity? It is vital for one who exercises
Ask students to explain the importance of regularly or travels to dry areas to keep replenishing
fluid to the taste and usefulness of the banana. the body with liquid as dehydration occurs. Signs
Compare what happened to the banana slices of dehydration include fatigue,headaches, and
to what might happen to a person, if not even muscle cramps. If not corrected, dehydration
enough fluid is available. can be fatal.
16 17
Excerpt One:
Talk It Out!
‘‘S traddling the top of the world, one
foot in China and the other in Nepal,
I cleared the ice from my oxygen Excerpt Two:
mask, hunched a shoulder against the