|
|
 |
|
|
|
|
 |
|
|
Past Themes - Extreme Environments
Bored with teaching about the rainforest? It does seem to be the case that the same environments crop up year after year – particularly when looking for examples of global warming in textbooks. The new pilot GCSE includes a module called ‘Extreme environments’, but Fred Martin explains why the Arctic is an inspiring environment to study in both primary and secondary schools.
The Arctic exemplifies one of geography's oldest and most basic concepts: the relationship between people and the natural environment. Its extreme climate shapes both the landscape and how people live in it.
|
|
North to Svalbard
In May 2003, an expedition travelled north from Tromso in an old sailing ship called the Noorderlicht (Northern Lights). The crew included scientists from the Southampton Oceanography Centre, a film crew, artists, writers and a geography teacher. The expedition was called ‘The Cape Farewell Project’.
|
The Noorderlicht crossed the open ocean for about 700km to reach Spitsbergen, the largest island of the Svalbard archipelago. This area extends from latitude 70°N to about 80°N or, to put it another way, the north of Norway to northern Svalbard. The area includes the sea as well as the areas of land.
The educational aim of the project was to raise public awareness of how global warming is changing the Earth’s environment. During the expedition information about the ocean and landscape of Svalbard was gathered. This is now being used in schools as a resource for the new Pilot GCSE examination’s module on ‘Extreme landscapes’. They do not come more extreme than Svalbard!
Classroom resources
A key dimension of the expedition was the involvement of specialists. The expedition leader is a specialist in video, photography and theatre set design; and there was a painter, a sound artist, an environmental author and a film crew, amongst others. The art specialists provided their own unique insights and interpretations of the seascapes and landscapes. As a practising teacher, Gary Doyland was able to provide a geographical perspective on topics such as glaciers, settlements, the economics and wider geographical issues. This has helped to provide a rich multi-media and multi-dimensional resource for use in geography and for other audiences.
The Cape Farewell classroom resources consist of two 20-minute videos, a DVD containing the video and additional material, a CD-Rom, teacher’s notes, student activities and resources. The resources are being used in pilot GCSE schools and will be made widely available from September 2004.
Twenty-first century geography
The resources allow a study of Svalbard from modern geographical perspectives. They include:
- An integrated place study of physical, human and environmental geography
- A study of oceanography, with opportunities to link with science
- How systems and processes are linked
- Values, viewpoints and changing perceptions of the area
- A focus on global warming as a global issue set in a local context
- A concern for local issues in the area
- A questioning approach using the data
- Perspectives from the visual arts
Topics and concepts
When the resources are made available they could be used for work in any year that involves one or a combination of the following key topics and concepts:
|
- Glaciation
- Conservation
- Mineral resources
- Interdependence
- Oceanography
- Tourism
- Exploration
- Climate
- Ecosystems
- Settlement
- Global warming
- Distant locality
|
|
To get you started, here are some ideas on aspects of global warming.
Global warming could be investigated in a number of ways:
- You could look at the possible effects of global warming, which are evident in the melting of sea ice and glaciers, the dramatic break up of large areas of ice shelves and the shortening winter snow cover (which is progressively occurring later and ending sooner in Svalbard).
- This could be extended to looking at how global warming will affect the natural vegetation and wildlife, and how human activities will both affect and be affected by all of these changes.
- The signs of global warming are already evident in Svalbard: the extent of sea ice is shrinking year by year. A special concern is that global warming may ‘shut down’ the Gulf Stream. In essence, the circulation of the warm North Atlantic Drift ocean current could change as a result of global warming. The problem is that if global warming continues (either at its present or at an accelerated rate) a larger amount of fresh water will be emptied into the oceans. This could stop the cold water from sinking in the area around Svalbard. It is no exaggeration to say that the effects on every aspect of the geography of north-west Europe would be far reaching.
The Cape Farewell Project is sponsored and supported by:
|
Cape Farewell
Further information about The Cape Farewell Expedition and resource materials is available via the Project site).
Svalbard
Starters for lessons could include: - challenging your pupils to find out why Svalbard is know as ‘No man’s land’ at Welcome in Spitsbergen
- using an online picture diary to introduce the topic, for example, Spitsbergen Pictures. This site could be used throughout the investigation as it also includes maps and other information about Svalbard
- reading the extracts of Lyra’s first impressions of Svalbard in the book Northern Lights by Philip Pullman.
Most University, Travel and Research sites on Svalbard include images of this stunning landscape, which should give your pupils an idea of the extremes to be seen in this region, for example: - Svalbard - The Arctic Pearl
The University Courses on Svalbard
Spitsbergen Travel (scroll down and click on the flag to obtain an English translation) For an idea of the kind of industry taking place in the Spitsbergen area visit the Store Norske Spitsbergen Kulkompam.
Statistical information about Svalbard can be obtained via The World Fact Book.
An article on Svalbard by Anna Gunby (the GA’s Assistant Editor) ‘The cold coast’ appeared in the January 2002 issue of Primary Geographer. This includes background information on the location and climate, people and their lifestyles, landscape and animals and would be useful for primary and secondary studies.
Key questions here could include: - What processes link people to the natural environment in the extreme landscape of Svalbard?
- What are the pressures for change in the area?
- Given the changes that are taking place, how should the landscape and environment of Svalbard be managed in the future?
|
|
|
|
|
