Explorer and expedition cyclist, Kate Leeming will pedal the breadth of Australia, following a unique and challenging route; three sections of the journey have never been cycled before. She will trace the tracks of intrepid pioneers, engage with First Nations leaders committed to conserving their cultural knowledge and encounter the nature that survives, even thrives, in some of the world’s most remote deserts.

Beginning at Cape Byron, (NSW) Australia’s most easterly point, Kate’s epic 7500km fat-bike journey will take her across the continent’s sunburnt interior to its most westerly tip, Steep Point (WA). This is a behind the scenes look at her journey across the Land Down Under.

Sustainable consumption production

Responsible consumption and production

Biodiversity

Life on land

Climate change

Climate action

Infrastructure industrialization

Industry, innovation and infrastructure

Recognize technological improvements in industry, such as Eli Whitney and the cotton gin, Robert Fulton and the steam engine, and Francis Cabot Lowell and the mechanized cotton mill.

SOC.8.SS.8.A.4.In.f

SOC.8.SS.8.A.4.In.j

Recognize a technological improvement in industry, such as Eli Whitney and the cotton gin.

SOC.8.SS.8.A.4.Su.f

SOC.8.SS.8.A.4.Su.j

explains how the Industrial Revolution and technological developments impacted different parts of American society (e.g., interchangeable parts, cotton gin, railroads, steamboats, canals).

SOC.8.H.1.6

Know that naturally occurring materials (e.g., wood, clay, cotton, animal skins) may be processed or combined with other materials to change their properties.

SCI.3.III.I.I.3

Students demonstrate an understanding of the impact of technology by: researching and displaying how technological advancements have inspired historical events (e.g. Cold War/Sputnik, slavery/ cotton gin)

TEC.5-6.ET1.1 5-6.1a

demonstrate an understanding of biodiversity as the variety of life on earth, including variety within each species of plant and animal, among species of plants and animals in communities, and among communities and the physical landscapes that support them

Grade 6 Understanding Basic Concepts 3.2

describe ways in which biodiversity within species is important for maintaining the resilience of those species (e.g., because of genetic differences, not all squirrels are affected equally by infectious diseases such as mange; some species of bacteria have become resistant to antibiotics because resistant individuals have survived and reproduced)

Grade 6 Understanding Basic Concepts 3.3

describe ways in which biodiversity within and among communities is important for maintaining the resilience of these communities (e.g., having a variety of species of wheat allows for some part of the crop to survive adverse conditions)

Grade 6 Understanding Basic Concepts 3.4

describe interrelationships within species (e.g., wolves travel in packs to defend their territory, raise their cubs, and hunt large prey), between species (e.g., the brightly-coloured anemone fish protects its eggs by laying them among the poisonous tentacles of the sea anemone, and in return the fish’s bright colours attract prey for the anemone to eat; birds and bees take sustenance from plants and carry pollen between
plants), and between species and their environment (e.g., algae and water lilies compete
for sunlight in a pond), and explain how these
interrelationships sustain biodiversity

Grade 6 Understanding Basic Concepts 3.5

identify everyday products that come from a diversity of organisms (e.g., traditional pain relievers are derived from the bark of the white willow tree; tofu is made from soybeans; silk is made from silkworm cocoons; nutritional supplements, shampoos, toothpastes, and deodorants contain pollen collected by bees

Grade 6 Understanding Basic Concepts 3.6

describe the environmental impact of the production, use, and care of various fibres and fabrics (e.g., the impact of farming cotton, hemp, bamboo, sheep, silkworms; of the production process for various synthetic fabrics and dyes; of dry cleaning)

Grade 11 Fibres, Fabrics, and the
Environment C2.4

analyse the social and environmental impact of textile production and disposal (e.g., the social impact related to workers’ health issues or child labour; the environmental impact of the irrigation
of and use of pesticides on cotton, the production
process for petroleum-based textiles, the use of various
dyes and finishes, the disposal of non-biodegradable
textiles, the leaching of finishes from fabric disposed
of in landfill)

Grade 12 Global Textile Production C2.3

explain strategies used by the fashion industry to reduce its environmental impact (e.g., reducing waste during the manufacturing process; reducing and/or eliminating pesticide use on cotton and other crops; using natural dyes such as indigo, cutch, and weld whenever possible; reducing water use and water pollution during production)

Grade 12 Globalization and Social
Responsibility C3.5

  Protecting the Threatened Biodiversity  

health

Good health and well-being

HE.9-12.5.2

HE.9-12.5.3

HE.9-12.5.4

use of protective equipment in occupational settings

HE.9-12.6.1

have students compare the behaviors needed for building positive relationships with friends and family to the behaviors needed for working together as a team.

HE.3-5.8.8

describe how to identify their own feelings and the feelings of others;

HE.3-5.8.2.3

assess how communication skills manage emotions and build tolerance;

HE.6-8.8.2.1

  Keeping the Pedals Turning 

Cities

Sustainable cities and communities

SOC.8.H.6.8.32.c

Locate all of the continents: North America, South America, Africa, Europe, Asia, Antarctica, and Australia.

SS1G3.a

Trace the colonization of Australia by the United Kingdom.

E.SS6H6.c

Describe how Australia’s location, climate, and natural resources have affected where people live.

A.SS6G13.a

Describe how Australia’s location, climate, and natural resources impact trade.

A.SS6G13.b

Describe the role of natural resources in a country’s economy.

A.SS6E12.d

Identify the origins and describe the development of significant environmental issues confronting Asia, Africa, South America, North America, Australia, and the arctic regions.

SOC.8-10.16E.5

locates the oceans and continents (e.g., Pacific, Atlantic, Arctic, and Indian Ocean; North America, South America, Asia, Australia, Europe, Africa, Antarctica).

SOC.3.G.1.4

On a map of the world, locate all the continents: North America, South America, Europe, Asia, Africa, Australia, and Antarctica.

SOC.2.2.1

Use a map key to locate countries and major cities in the various regions of Southeast Asia, Australia, and the major Pacific Islands.

SOC.6.SEAO.2

Create theatrical works that exemplify the style and culture of Africa, Asia, and Australia.

NCES.7.TA.CU.1.2

SOC.7.2.1.F

Relate works in the arts to geographic regions: Australia

AR.3.9.2.3.G.3

AR.5.9.2.5.G.3

AR.8.9.2.8.G.3

AR.12.9.2.12.G.3

identify the location of major world countries such as Canada, Mexico, France, Germany, the United Kingdom, Italy, Spain, Norway, Sweden, Russia, South Africa, Nigeria, Iraq, Afghanistan, Israel, Iran, India, Pakistan, the People's Republic of China, the Republic of China (Taiwan), Japan, North and South Korea, Indonesia, and Australia.

SOC.6.4.F

analyse and compare various sustainability initiatives and practices for energy production in different regions of the world (e.g., global initiatives, such as the United Nations Sustainable Energy for All program; regional initiatives, such as the European Union’s biofuels directive; national and provincial initiatives, such as Australia’s solar credits program and Ontario’s microFIT program for renewable energy)

C2.2 Resource Use and Sustainability

  The Place of Stones  

Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physical environment (e.g., using biographies of John Sutter, Mariano Guadalupe Vallejo, Louise Clapp).

SOC.4.4.3.3

Explain how the Gold Rush transformed the economy of California, including the types of products produced and consumed, changes in towns (e.g., Sacramento, San Francisco), and economic conflicts between diverse groups of people.

SOC.4.4.4.2

Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

LA.5.3.2.b.iii

Provide a concluding statement or section related to the information or explanation presented.

LA.5.3.2.b.v

Create personal and fictional narratives with a strong personal voice

LA.5.3.1.a

Link events, facts, and opinions logically and effectively through language, organization, and layout

LA.5.3.2.b

Write a brief interpretation or explanation of a literary text using evidence from the text as support

LA.5.3.2.c

Apply accurate conventions and vary sentence structures

LA.5.3.3.b

research information from multiple sources for a specific purpose.

LA.5.3.2.d

examine sources of information and determine validity.

LA.5.3.2.e

Evaluate the usefulness and qualities of sources

LA.5.3.1a1.2

Determine a clear purpose, topic and audience for research

LA.5.3.1a2.2

Extract information (e.g., take notes, make copies)

LA.5.3.1a2.6

Investigate the relationships among resources (e.g., gold, water, oil, fish), their distribution by humans, and the exploration, colonization, and settlement of different regions of the world (e.g., mercantilism, imperialism, Gold Rush, Alaska pipeline)

SOC.9-12.SS.12G.5.3

Identify significant accomplishments of individuals, groups, or events and their impact on early westward expansion of the nation, including: the Lewis and Clark expedition, Daniel Boone, “mountain men,” pioneers, and the Gold Rush.

SOC.5.16.5.16

Explain how conflicts and character descriptions in specific literary texts support the theme, main ideas, and meaning. Explain how the form of a text contributes to the meaning.