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Introduction | Teachers' Guide | Program Overview | Highlights | FAQ

Science Alberta FoundationWelcome to the Everest 2000 Education Program developed by Science Alberta Foundation of Calgary, Alberta.

Reflecting the goals of Everest 2000 Expedition Leader Byron Smith, this program has been designed to educate children through the ultimate virtual field trip to the Top of the World -- Mount Everest.

Learning Window

Ingenuity Works, which brought Adventure Everest '97, Adventure Everest '98 and the Canadian Heritage Interactive Journey to more than 1,300 schools, is proud to support the Everest 2000 Education Program through the Learning Window.

Access additional materials: Adventure Everest Resource Guide and a curriculum-based Teacher's Guide for Everest 2000.

The program is structured around five phases and three themes. The five phases, outlined below, represent phases in the Expedition's timeline from February to June. The three themes, which represent the focus of the education program, are: Goal-setting, Problem Solving, and Decision Making; Energy and the Environment; and Energy and the Human Body.

Teachers will appreciate the easy access to relevant, prepackaged lesson plans and activities. Students will enjoy the innovative, hands-on format of the Everest 2000 activities. Each group of lessons includes geography, science, mathematics, language arts, and physical education activities.

The expedition is complete, but you are welcome to explore the education pages and use activities from any phase or theme.

For a quick glance at the activity titles, see the Program Overview page.


This phase introduces students to the education program and establishes telecollaborative groups. Students can however participate and get involved in the many activities presented in this phase at any time throughout the program. The Getting to Know You telecollaborative project was kicked off in this phase.

During phase one, students were also be challenged to simulate a climb to the top of the world by climbing stairs in their school. The Stairway to Everest challenge also had a literacy component.

Finally, students and teachers were introduced to the Pico Power Nepal Light Project and the technology based problems and challenges associated with this project.



This phase will focus on preparations to get the expedition to Nepal. It will include activities involving equipment design, clothing required and food energy needed to reach the summit. In this phase, students will be introduced to Sir Edmund Hillary. They will be asked to compare his successful summit attempt in 1953 to the Everest 2000 expedition. Comparisons between the two expeditions will be made in the areas of goal setting, decision making and problem solving. As well, students will have an opportunity to study the advances in clothing and mountaineering equipment that have occurred since 1953.

An example of a student activity for this phase will be to build a model of a tent capable of withstanding the high winds associated with Mt. Everest.



This phase follows the trek from Kathmandu to Base Camp on Mt. Everest. Students will learn about the Nepalese people and their culture. Members of the expedition will visit schools and hospitals and will try to show students how different life is in this part of the world. Students will test their own designs and discuss the impact (environmental and cultural) of the Nepal Light Project.

This phase will also introduce the concept of acclimatization and its importance in preventing high altitude sickness. Students will study the circulatory and respiratory systems and how the human body adapts to low levels of oxygen in the atmosphere.



This phase will occur while the members of the expedition are getting ready to summit Mt. Everest. Activities in this phase will concentrate on the human body. Activities will include the decision making steps Byron uses to decide if he should proceed to the next camp. Students will learn more about weather conditions on Mt. Everest and the role they play in the decision making process. Students will also study the impact high altitude and low oxygen levels have on the human body.

Students will move from the Nepal Light Project to designing a small electrical generating system (Pico Power) that may be used to protect future climbers from frost bite and hypothermia. Once again, Everest 2000 will be compared to the 1953 Hillary expedition.



Students use a problem-based format to investigate the impact climbing and trekking expeditions have on the environment of Nepal.

Students learn why Everest 2000 is considered a "clean climb" and what is being done to protect the ecosystems in Nepal. This phase is also a time for reflecting on personal goal setting strategies.