Iditarod Activities For the Classroom. Book II

Transcription

1 Iditarod Activities For the Classroom Book II Iditarod Trail Committee, Inc Wasilla, Alaska U.S.A. Published by Iditarod Trail Committee, Inc. PO Box Wasilla, Alaska Iditarod Trail Committee, Inc Iditarod Trail Committee, Inc., 2 nd Edition International rights reserved. No part of this handbook may be reproduced or transmitted in any form or by any means without written permission of the Iditarod Trail Committee, Inc., except that permission is herein granted to teachers for the copying of games, maps and activity projects for use in the classroom and other educational environments. This version of Activity Book II is an updated version of the original Activity Book II, first published in This edition contains revisions and additional lessons. Page 1

2 NOTES TO EDUCATORS: The Activity Book II was originally published in 2004 and created to bring standards driven lessons and activities to educational environments. Not all website links originally published in this document are working links. When possible, an attempt has been made to reestablish appropriate website links. With an ever changing 'cyber highway', links are ever changing. It is the responsibility of the educator using this activity book to make sure website links are appropriate for their students. Most activities within this book were created by Iditarod Teacher on the Trail alumni and appeared on the website during 'their year' as Iditarod Teacher on the Trail. Most lessons list the standards and a suggested grade level. It is the responsibility of the educator using the materials to adjust the lessons accordingly so that the teacher's lessons are aligned with the standards that the students must know and understand. is the official website for the Iditarod Trail Sled Dog Race. The "FOR TEACHERS" section of the website is the section of the website that contains educational materials and information to connect the race with the curriculum. At the FOR TEACHERS section of the site, clicking on the menu items will link the user to many additional lessons and pieces of information. The website is a resource that will always be 'under construction' and changing. Check the website often. Iditarod Insider was added in 2006 to the website as a 'pay for use' section of the website. Iditarod Insider has additional educational materials, a fly by map, a historic video library, and current race video each year. A classroom or school wide subscription brings the race to within the classroom walls by bringing not just the 'still images' but video sights and sounds. Learn more about Iditarod Insider at or by ing djohnson@iditarod.com. Thanks for using Iditarod as a tool with your students. Diane Johnson Iditarod Education Department djohnson@iditarod.com S Special Thanks to the Following Contributors: Andrea Auf der Hyde (Finney), TOTT 1999 Bloomington, IN Theresa Daily Dude Dog Cartoons Chugiak, AK Diane Johnson, TOTT 2000, Aberdeen, SD Cassandra Wilson, TOTT 2003 Portland, OR Jeff Peterson, TOTT 2004 Golden Valley, MN Susan Moehling, Teacher, Ironton, MN Louise Russell at dogbooties.com Page 2

3 Table of Contents NOTE TO TEACHERS 2 FORWARD 5 CHARACTER EDUCATION & LIFE SKILLS 6 Hopes & Dreams Jeff Peterson 2004 Iditarod Teacher on the Trail 7 Flat Husky Jeff Peterson 2004 Iditarod Teacher on the Trail Inupiaq Character Jeff Peterson 2004 Iditarod Teacher on the Trail 9 FAMILY AND CONSUMER SCIENCE 11 Making Dog Booties Information and patterns Thanks to Louise Russell 12 Luscious landscapes Cassandra Wilson 2003 Iditarod Teacher on the Trail 18 Tundra Pudding Cassandra Wilson 2003 Iditarod Teacher on the Trail 19 LANGUAGE ARTS 20 Writing Letters Diane Johnson 2000 Iditarod Teacher on the Trail 21 Iditarod Measurement Cassandra Wilson 2003 Iditarod Teacher on the Trail 22 Poetry Cassandra Wilson 2003 Iditarod Teacher on the Trail 23 Iditarod Art: Jon Van Zyle Cassandra Wilson 2004 Iditarod Teacher on the Trail 24 Novel Study Cassandra Wilson 2004 Iditarod Teacher on the Trail 25 Daily Oral Language Sentences "Finney" 1999 Iditarod Teacher on the Trail 34 MATHEMATICS 36 Weather or Not Jeff Peterson 2004 Iditarod Teacher on the Trail 37 Dare to Compare '03 vs. '04 Jeff Peterson 2004 Iditarod Teacher on the Trail 41 How Close Can You Get? Jeff Peterson 2004 Iditarod Teacher on the Trail 44 Eat Like a Sled Dog Susan Moehling Ironton, Minnesota 46 Sledding Slope Susan Moehling Ironton, Minnesota 49 Mysterious Mushing Stats Susan Moehling Ironton, Minnesota 50 Unalakleet Conversion Units Susan Moehling Ironton, Minnesota 51 PHYSICAL FITNESS 52 Iditarod Fitness Challenge Jeff Peterson 2004 Iditarod Teacher on the Trail 53 SCIENCE AND TECHNOLOGY 55 Exxon Valdez Oil Spill & Environment Jeff Peterson 2004 Iditarod Teacher on the Trail 56 Oily Feathers Experiment Jeff Peterson 2004 Iditarod Teacher on the Trail 57 Alaska Animal Research Project Jeff Peterson 2004 Iditarod Teacher on the Trail 58 Iditarod Website Hunt Jeff Peterson 2004 Iditarod Teacher on the Trail 66 SOCIAL STUDIES, GEOGRAPHY, MAP SKILLS, AND A TRAIL MAP 68 Alaska Map Iditarod Education Department 69 Northern Checkpoint Distances Iditarod Education Department 70 Southern Checkpoint Distances Iditarod Education Department 71 Iditarod Latitude and Longitude Jeff Peterson 2004 Iditarod Teacher on the Trail 72 Mystery Checkpoints Jeff Peterson 2004 Iditarod Teacher on the Trail 75 Chasing Daylight Iditarod Education Department 87 FUN ACTIVITIES: CARTOONS Theresa Daily 90 Page 3

4 Table of Contents (Cont.) GAMES AND PUZZLES 98 Iditarod Board Game Iditarod Board Game Jim & Cindy Oliver 99 (Ownership granted to ITC) Crossword Puzzles Iditarod Education Department 113 Logic Puzzle Susan Moehling, Ironton, Minnesota 117 Rearranging Race Susan Moehling, Ironton, Minnesota 119 Word Search Iditarod Education Department 120 Arctic Wildlife USEFUL, FORMS, CHARTS & WORKSHEETS Provided by Iditarod Education Department 123 Iditarod Dictionary 124 Northern Trail Musher Checksheet 126 Southern Trail Musher Checksheet Clock Conversion Chart 129 Dog Positions in Team 130 ANSWER KEY 131 Finney s Daily Oral Language 132 Unalakleet Conversion 134 Crossword Puzzles 135 Mystery Checkpoint 137 Logic Puzzles 139 Word Searches 139 NEW MATERIALS: Bonus Section 140 Information about Digital Images Permission for educational use 141 Information about Elevation 142 Musher Tracking Sheets 143 General Information 145 Blank Template for Lesson Plans 146 Page 4

5 Iditarod: Past, Present, and Future The Iditarod is a sled dog race held in Alaska. It begins each year on the first Saturday in March and ends when the last musher reaches Nome. The race starts in downtown Anchorage. It ends on Front Street in Nome. There are two different trails. Each trail goes through 'checkpoints'. The mushers follow the northern trail in even years and the southern trail in odd years. Dorothy Page is remembered as the Mother of the Iditarod. Joe Redington, Sr. is the founder or Father of the Iditarod. From Iditarod's website: By the mid 60's, most people in Alaska didn t even know there was an Iditarod Trail or that dog teams had played a very important part in Alaska s early settlement. Dorothy G. Page, a resident of Wasilla and self-made historian, recognized the importance of an awareness of the use of sled dogs as working animals and of the Iditarod Trail and the important part it played in Alaska s colorful history. She presented the possibility of a race over the Iditarod Trail to an enthusiastic Joe Redington, Sr., a musher from the Knik area. Soon the Pages and the Redingtons began promoting the idea of the Iditarod Race to the extent that Joe and Vi Redington moved to the Knik area from their homestead at Flat Horn Lake and they have never moved back. (Flat Horn Lake is approximately 30 miles out of Knik.) The late Dorothy G. Page, the mother of the Iditarod is quoted in the October 1979 issue of the Iditarod Runner on her intent for the Iditarod: To keep the spirit of the Iditarod the same. I don t ever want to see high pressure people getting in and changing the spirit of the race. We brought the sled dog back and increased the number of mushers. It is really an Alaskan event. I think the fact that it starts in Anchorage and then ends in Nome has opened up a whole new area for people in Alaska. I think they appreciate that. It puts them in touch with the pioneer spirit."

6 Character Education Life Skills Page 6

7 Hopes & Dreams Developed by: Jeff Peterson, 2004 Iditarod Teacher on the Trail Discipline / Subject: Character Education Topic: Goal setting Grade Level: 1-9 Resources / References / Materials Teacher Needs: - Cut-out husky dog - Picture book focusing on goals (I use Thank you, Mr. Falker by Patricia Polacco) - Background on Red Lantern (use Lesson Summary: This lesson is best when used in the beginning of the school year. The lesson begins with the reading of a picture book that emphasizes dreams and the importance of having them. I then read the explanation of the Red Lantern Award from the Iditarod. A discussion should follow about goal setting and steps to achieving goals along with the personal qualities needed by the individual. The Red Lantern will be brought up as an example of having a goal and the personal qualities needed to achieve the goal (in this case completing the Iditarod). Students begin to think and write about what they want to accomplish in this school year. I require them to have one academic and one social goal and some will want to have an athletic goal. Teacher and student will conference on goal and steps needed to achieve. Students goal will be shared with parents during first conference and parent will be encouraged to support and write goal for their child for the school year. Goals will be posted above student desks as a year-long reminder. Learning objectives: 1. Students will demonstrate their ability to reflect on their academic and social strengths & weaknesses. 2. Students will understand the importance of setting a goal and sticking to it for a long period of time. Assessment: - Writing sample on Husky cut-out Procedural Activities 1. Teacher will read picture book having to do with dreams or goals. I read Thank you, Mr. Falker by Patricia Polacco, but there are a number of books that would work very well. A discussion should follow about strengths and weaknesses and the importance of recognizing them to set and achieve goals. 2. Teacher will read background on Red Lantern Award given by the Iditarod. A discussion should follow about the goal and personal qualities the Red Lantern Award winner displays in the Iditarod. 3. Students will think about and write a social and academic goal for the upcoming school year. Teacher will remind students of the importance and what the student will need to do to achieve his/her goals. 4. Upon completion, student and teacher will conference about goals. If goals are approved by both teacher and student, the goal is published on Husky cut-out. 5. When all students have completed goals, the class will have a sharing of goals so that all students learn about everyone s goals for the year. The goals are then hung above students desk as a reminder for the year Materials Students Need: 1) Open mind 3) Scissors 2) Husky cut-out 4) Pen Technology Utilized to Enhance Learning: - Could publish on a publishing program Other Information - I have shared goals with parents at conferences and encouraged them to write a goal for their child. I will then share the parent goal with the child in an effort to show support for the student. Modifications for special learners/ Enrichment Opportunities - Teacher or paraprofessional support as needed Page 7

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9 Inupiaq Character Developed by: Jeff Peterson, 2004 Iditarod Teacher on the Trail Discipline / Subject: Character Education Topic: Classroom roles and responsibilities Grade Level: 3-8 Resources / References / Materials Teacher Needs: - Inupiaq responsibilities printed on poster board for display - Poster board - Picture book ( First Day on a Strange New Planet by Dan Yaccarino) Lesson Summary: This is a good lesson to use in the beginning of the school year. Most classrooms are talking about responsibilities, expectations, and establishing classroom rules. Teacher may want to read picture book about expectations and differences (I use First Day on a Strange New Planet by Dan Yaccarino). To begin the lesson teacher will share the Inupiaq list of responsibilities and a discussion of each responsibility will follow. Students will, in pairs, form a list of responsibilities they have in the classroom. Students should use graphic organizer (we use Venn Diagrams) to show similarities and differences between their lists and the Inupiaq list. Students will share their lists with class. Class will reach consensus on a list of responsibilities that they will live by for this school year. The class list should be written on poster board and both lists should be on display for the school year. I will use the Responsibility lesson and Hopes & Dreams lesson in the first week of school to generate classroom rules for the school year. Learning objectives: 1. Students will identify personal responsibilities needed to succeed in school. Assessment: - Graphic Organizer showing similarities and differences 2. Students will apply their knowledge Procedural Activities 1. Teacher will read picture book First Day on a Strange Planet by Dan Yaccarino. 2. Teacher and class will read and discuss Inupiaq responsibilities from poster board. 3. Students, in pairs, will generate a list of responsibilities they will need to have to succeed in school this year and help to create a caring classroom environment. 4. Students will use graphic organizer to show similarities and differences between their list and the Inupiaq list. 5. Students will share their lists with class. 6. Class will reach a consensus on responsibilities they want to put a their poster board. 7. Both poster boards will hang in class to serve as a reminder throughout the school year. Materials Students Need: 1. Open mind 2. Pencil Technology Utilized to Enhance Learning: - Word process both Inupiaq and student lists for student copies Other Information - Inupiaq list could be compared to Iditarod mushers as race draws closer. Modifications for special learners/ Enrichment Opportunities - Research other Native cultures to learn about their philosophy. Page 9

10 Inupiaq Responsibilty The more outsiders understand our philosophy, the easier it will be to live the way we are. Rachel Craig, Inupiaq, Kotzebue 1. Knowledge of Inupiaq Language 2. Sharing 3. Respect for others 4. Cooperation 5. Respect for Elders 6. Love for children 7. Hard work 8. Knowledge of family tree 9. Avoid conflict 10. Respect for nature 11. Spirituality 12. Humor 13. Family roles 14. Hunter success 15. Domestic skills 16. Humility 17. Responsibility to tribe Page 10

11 Family and Consumer Science Page 11

12 Dog Booties Grades 4-12 General Notes We would like to thank... Louise Russell Dogbooties.com for the information that she provided. Please Note: If you are planning to make booties for a musher, you should contact the musher to make sure they know how you ll be making the booties or to find out if they have a special request. You will need to know how to divide the sizes of the booties you make. I suggest that you arrange with your musher to complete one of each size and send it to him/her and get them approved. Each year, we have mushers receive hundreds of booties that they cannot use because they have been made incorrectly, i.e. too small, too large, velco too short or any number of other problems. If you and your class want to sponsor a musher in this way, they usually need about 1,200 booties for the race itself. If you are going to make that many, you want them to be used so check, check and recheck. Material Color Any color may be used except red or maroon. Sometimes the color in material bleeds out on the trail and that is where there has been a misunderstanding about bloody paw prints all the way to Nome has come from. It is nice to find out what the musher s color theme might be and make booties to go with the harnesses and sled bag. The team really looks sharp when they are in front of cameras at the start, restart, at checkpoints and at Nome when their wardrobe matches. Materials Material: 300 Denier Cordura not treated Sewing Needles: Schmetz Universal Size 90/14 Stitch Length: 12 to an inch Seam Allowance: 3/8 inch if using other than a 5 thread serger Thread: Maxi-Lock which is a polyester/cotton or any thread that works with your machine. Velcro hook and Velstretch NOTE: Nylon thread is too stiff, especially if it gets cold. Dogbooties.com sew their booties on a 5-thread serger, but a 4-thread serger works just fine, as does a regular sewing machine. Cutting out the Booties It is strongly recommended that you make a plastic template (sheets of plastic for templates can be obtained in craft stores, fabric stores or quilt supply/fabric stores). Many times Louise mentioned how important it that was when cutting out booties. Using a paper pattern, it is easy to cut a little off the pattern each time, eventually causing the bootie to be too small to fit. Making booties is a precision project. Page 12

13 If you are using a rotary cutter, you might want to consider taking two pieces of plastic template and tape them together, giving you a stiffer template. (Double stick tape works great to tape the template pieces together!) Booties should be cut on the fold, which is the point of the toe. This prevents a seam from irritating the toes. If you are not using a serger, you must pink the top of the bootie. Special Note for cutting Booties: If you are not using a serger, you must pink the top of the bootie. Using a pinking shear prevents excess raveling. Marking on the Booties ***DO NOT USE RED INK*** You should mark the size on the booties, but you don t have to write encouraging messages. Marking the Size Using a Sharpie (permanent ink) marker, mark on the front of the bootie, undneath the Velcro, the size of the bootie. Approximate size of the letter: 2 S for small M for medium L for Large Best color to use is black Encouraging Messages: If you want, on the back of the booties, you can write encouraging messages such as: Nomeward Bound Have a great run! Happy Trails See you in Nome Smooth Trails Helpful Hints from dogbooties.com To help in the assembly process of your booties, Louise recommends that you have all of your sewing pieces (booties, Velcro hook, velstretch) cut out and ready to go before you start. Sewing with a Serger Refer to General Notes above. Step 1: Fold the bootie in half. Hold the bootie so that the open end is on the top. Step 2: Serge down the right side of the bootie. Step 3: Open the bootie. Step 4: Serge across the top of the bootie. Step 5: Putting on Velcro/velstretch. Having the bootie opened and the serged edge on top: Cut a piece of hook 3 in length. Cut a piece of velstretch 4 ½ in length for small or medium booties 5 in length for large booties Overlap the hook and velstretch by 1/8 to 1/4. Have the hook on the left side of the hook/velstretch on the right. Place the hook/velstretch 1 from the cut edge on the left side of the bootie and ½ below the top of the bootie. Page 13

14 Using a sewing machine, sew the hook/velstretch on the bootie, by starting at the upper left corner, sew across the hootk, and continue sewing across the top, passing over the seam and continue ½ further across the top of the velstretch; stitch down the velstretch and across the bottom of the velstretch/hook, up the left edge of the hook, and back stitch. Step 6: Serge down the second side of the bootie leaving approximately 1-1/2 tails on the top and the bottom of the bootie. **DO NOT USE FRAY CHECK ON THE BOOTIE, OR ANY TYPE OF SEAM/THREAD SEALING SUBSTANCE** When these type of sealing substances are used and it gets cold, they will harden. After they harden, there is a chance they will rub on the dog s leg/paw, causing a sore. Step 7: Turn bootie right side out Step 8: Mark the size on the bootie. Sewing with a Sewing Machine Special Note: The top of the bootie must be pinked Step 1: Fold the bootie in half. Hold the bootie so that the open end is on the top. Step 2: Sewe down the right side of the bootie. Step 3: Open the bootie. Step 4: Putting on Velcro/velstretch. Having the bootie opened and the pinked edge on top: Cut a piece of hook 3 in length. Cut a piece of velstretch 4 ½ in length for small or medium booties 5 in length for large booties Overlap the hook and velstretch by 1/8 1/4. Have the hook on the left side of the hook/velstretch on the right. Place the hook/velstretch 1 from the cut edge on the left side of the bootie and 3/8 below the top of the bootie. Sew the hook/velstretch on the bootie, by starting at the upper left corner, sew across the hootk, and continue sewing across the top, passing over the seam and continue ½ further across the top of the velstretch; stitch down the velstretch and across the bottom of the velstretch/hook, up the left edge of the hook, and back stitch. Step 6: Stitch down the second side of the bootie and back stitch at the beginning and end of each bootie. Step 7: Turn bootie right side out Step 8: Mark the size on the bootie. Page 14

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18 Integrated with: Math, Cooking & Science Grades K-6 Luscious Landscapes Lesson Tasty Tundra & Perfect Permafrost Treats By 2003 TOTT Cassandra Wilson Goal: Students will understand the concepts of tundra and permafrost. Learning Objectives: Students will use the scientific methods to predict the outcome of their experiment. Students will use measurement tools to produce product. Motivator: Read to or have students read the following books; Tundra Discoveries By Ginger Wadsworth, Artic Tundra, By Donald M. Silver, Arctic Tundra: Land Win No Trees, By Allan Fowler and Arctic Tundra and Habitats, By Michael H. Forman. Instructional steps: 1. Celebrate the study of the tundra and permafrost by making tasty treats. 2. Follow the material list and instructions on the following recipes. Permafrost Gelatin Dessert Materials: 12 x 9 casserole dish measuring cup boiling water large mixing bowl any flavor of a large package of gelatin desert vanilla ice cream latex gloves bowls plastic spoons and knives napkins Instructions: 1. I usually let a group of 4-6 students work together. Depending on your class size you will need to decide how much of each ingredient you will need. 2. Students will follow the instructions on the box of gelatin. 3. When the gelatin is firm, spoon vanilla ice cream and spread on top of gelatin. 4. Let the vanilla ice cream warm up a bit and melt. 5. Have student write down their observations. 6. Students will notice the gelatin permafrost is solid and will not let the snow or ice ice cream penetrate. 7. Let students slice or crack the gelatin and observe and record what happens to the ice cream. 8. The best part, scoop up the desert into individual bowl and let them enjoy eating their science experiement. Page 18

19 Tundra Pudding Materials small plastic zip-lock bags for each student teacher-made plans for 3 groups of students (8-9 in a group) 3 packages (16 oz.) chocolate sandwich cookies plastic clear cups (7 oz.), enough for each student decorations: colored grated coconut; brown and green 6 cups cold milk 3 packages (4-serving size) chocolate-flavor instant pudding tubs (8 oz.) Coolwhip or other whipped topping thawed plastic spoons/napkins bowls/measuring cups for each group Procedure 1. Have students divided into 3 groups of 8-10 students. Place a fifth-grade peer helper in each group (if available) 2. Provide clearly written directions for each group. 3. Provide for each group: o one package of cookies o one package of pudding mix o measuring cup o bowl o mixing spoons o topping decorations o one tub of whipped topping o plastic zip-lock bags for each student 4. Directions for each group: 1. measure 2 cups of milk into large bowl 2. add pudding mix, beat with spoon until blended let each student participate 3. let mixture stand for 5 minutes 4. during this time have students equally divide package of cookies into the bag of each student 5. each student crushes a zip-lock bag of chocolate cookies by pressing palm of hand on locked bag 6. set bag aside for later use 7. stir in tub of whipping topping into pudding mixture 8. have each student measure out half of their crushed cookies into pudding mixture and stir 9. students then place about 2 tablespoons of crushed cookies into the bottom of the plastic cups 10. teacher or peer student fills cups 3/4 full with pudding mixture 11. top with remaining crushed cookies 12. refrigerate one hour 13. decorate with grated dyed coconut 5. Eat the tundra pudding. Have the students retell sequence of making the tundra pudding, in the correct order. Write on the board. Page 19

20 Language Arts Page 20

21 Writing Letters! By Diane Johnson 2000 Teacher on the Trail REVISED Hundreds of classrooms around the world send letters to mushers. If you choose this as a language arts educational project we request that you review our lesson plan that is located at the For Teachers section of the website BEFORE you begin this project with your students. (At click For Teachers. Click Teaching Resources to locate the lesson plan and guidelines.) To get addresses for mushers, you must contact the Iditarod Educational Department. The year's official address list is not available until January of the race year due to race sign up deadlines for the mushers. djohnson@iditarod.com When requesting address information, you will be asked to submit information about your location, your classroom goals, and your project. Not every musher provides their address for public release to students nor does every musher wish to receive mail from students. We do request you write to the mushers participating in this project and that you follow our guidelines to ensure mushers continue to participate in this project. Not all mushers will respond to student letters. Please help students understand this. Here are a few tips when writing your letters. Make sure your letters are friendly and supportive. Don t ask too many questions. First read the mushers bio on the Iditarod website and if the musher has a website, go there to see if you can find the answers to your questions. If you can t, pick only one or two questions to ask. If you hope for a response you MUST send a self addressed stamped envelope with your letter. If your musher lives in another country (ie Canada, Norway, etc.), you must have the correct postage for that country. Don t ask for booties, autographs, pictures or anything else. Do not ask for special favors, like them to meet Flat Stanley's or another similar project. All these things cost the musher money to buy and send or extra time from their training schedules. It is unreasonable to expect the musher to send out these items. Some of them do, but don t expect it. Please remember that mushers receive hundreds of letters every year. It takes time for them to go through them and answer. Please be patient and realize the response may come during the summer. REMEMBER: Including a self addressed, stamped (for the correct amount of postage) helps our mushers continue to support this kind of school project. Keeping the letter writing project focused on your educational learning goals, including the self addressed stamped envelopes, being respectful, and being responsible helps to ensure the musher's continued support of projects such as these. Page 21

22 Iditarod Measurement by 2003 Iditarod Teacher on the Trail Cassandra Wilson Integrated: Art & Language Arts & Drama Grades 2-6 Goal: Students will learn how to use measurement and scale to a real life situation. Learning Objectives: Students will create the Iditarod Trail using the scale of 1 equals 10 miles. Students will pick one musher to follow and record the musher s ff the race. Students will develop several math problems using their trail. Students will write about the daily progress of their musher. Students will make a musher marker for their paper trail. ddd Motivator: Read the book, Akiak, by Robert J. Blake. At the back of the book there is a good map showing both the south and north trail route. Materials needed: Register tape Rulers Pencil Colored pencils Tag board Map of the Iditarod Trail ( ) Instructional steps: 1. Share the book Akiak with your students. Discuss what it might feel like to be on the Iditarod Trail. 2. Have the student measure 10 miles for every 1inch. 3. The students need to mark the checkpoints along the paper trail. 4. Hand out tag board. The students will make their musher markers that will mark their musher s progress. 5. Next, have students make small Iditarod log books where they can write about their musher s progress. 6. Have the students work on creating story problems along the trail. Let them share them with the others or the entire class. Extensions: 1. For added interested, have the students act out their story problem and let the audience tell them the answer at the end of the play. Page 22

23 Poetry by 2003 Iditarod Teacher on the Trail Cassandra Wilson Language Arts Integrated with Art Grades 1-9 Goal: Motivate students to feel, touch and smell their words, which will build up a vocabulary to write a poem about the Iditarod. Objectives: Students will write a poem about Iditarod Sled Dog Race. Motivator: You or the students bring in snow or shaved ice, and fresh cut tree branches, seeds from various trees, scented candles or oil (cinnamon or spruce), wildlife music or soft music. Students will be able to breathe, touch and see the outdoors in the classroom. Instructional Steps: Have wilderness music playing, scented candles lit or scented oil lingering in the air before students arrive from recess. Have stations for each object; branches, pine needles, snow, and seeds. Put students in small groups and visit each station experiencing the items with their senses. Then hand out sticky Post-it notes so students can write interesting words on what they saw, heard and touched. Each group will work together to read each other s words they wrote. Working together they will write a phrase with each word they came up with. The students will cut out each phrase. Put all of the students phrases into a bowl. Toss the entire classroom s phrases together. Send one student from each group to randomly pick out phrases about 4 to 5 phrases from the bowl. Each group will build one poem around the phrases that were picked from the bowl. The groups will write their poem and decorate on chart paper and share their teamwork poem with another group and/or class. Day #2, each student will pick several phrases from the bowl and create their own poem. Students will write their poem on their pre-made stationary (see art extensions below) and share their work in small groups/or class. Art extensions: The day before the poetry lesson hand out watercolors. Give each student several pieces of white paper. Demonstrate how to paint lightly so their writing will show up on the paper. You may want to hint to them that they ll be writing about the outdoors. Have some dried examples ready to show how students can write along the lines of color. Page 23

24 Iditarod Art By Jon Van Zyle By 2003 Iditarod Teacher on the Trail Cassandra Wilson Grades K-9 Goal: Students will observe Jon Van Zyle Iditarod art as well as many of his other works of art on Alaska. Learning Objectives: Students will design a poster for the Iditarod Race Students will create a poem or statement about the Iditarod Race Materials Needed: Iditarod Memories By Jon Van Zyle. This book contains 25 posters on the Iditarod Race. It also covers the story behind each poster. This book can be read to the lower grades and the students love the pictures. The Great Serum Run By Debbie A. Miller and illustrated by Jon Van Zyle. Large white paper Paint Notebook paper Pencils Instructional Steps: 1. Share the pictures and stories from Iditarod Memories and the artwork in The Great Serum Run to the students. 2. If you don t have any of Zyle s other artwork you can view it on 3. After viewing and discussing Zyle s artwork, make a classroom list of ideas. First on what they want to paint. Then on what they could write on their poster to encourage the promotion of the Iditarod Race. 4. After posters are finished display them in the classroom. Invite other classes to see the classroom s mini art museum. 5. Call your school district and display them at their offices. 6. Call your capitol and ask to hang them in the capitol building 7. Display the artwork in your school s hallways. Extension for Grades Research and do a biography study on Jon Van Zyle. 2. Research another artist who may use the Iditarod Race as their subject. 3. Find out other books that Jon Van Zyle has written and do a report. Page 24

25 Novel Study Language Arts Integrated with Art Grades 3-5 The novel, Believe it or Not: Adventure in Alaska, by S.A. Kramer based on Libby Riddle s 1985 experience as the first woman to win the Iditarod. Goal: Students will learn the details of a mushers experience on the Iditarod Trail. Learning Objectives: Students will read and discuss each chapter in small groups or whole class sessions. Students will answer comprehensive, knowledge, and evaluative questions in the booklet that goes with the story. Worksheet journal is provided with the lesson plan and was written by Cassandra Wilson. Copy worksheets that go with this lesson. Have students design cover for the reading journal. Include Title, author and student s name. Material Needed: Book, Believe it or Not: Adventure in Alaska, By S.A. Kramer. This book can be purchased through Amazon.com. This is an excellent book for all ages. Worksheet journal. The journal is spaced out so you can cut the sheet in half and make a half sheet booklets. Instructional Steps: 1. Students can read the book individually, in small groups or whole class. 2. Have the students design a cover for the journal. 3. Discuss each chapter and answer the questions individually or in small groups. Adaptations for Grades K-2 1. Read the novel to younger students and they can illustrate the story. 2. Use questions from the booklet to check for students understanding. Extension for Grades Older students will enjoy reading, Race Across Alaska, by Libby Riddles. 2. Students can write a book review and give a presentation to share the story with others. 3. Even the older students could use some of the questions from the booklet, but answer the questions in much more detail. Page 25

26 Name: Chapter One 1. Who is Libby Riddles? 2. What is the name of the race Libby is in? 3. Describe Libby s dogs: 4. How many dogs does she have? 5. How do the dogs respond to each other and to Libby? 6. Libby and her dogs practice a lot to prepare to reach their goal. Write about a time you had to practice a lot to reach your goal. 7. What kind of difficulties could Libby come across during the race? 8. How many miles did Libby travel to reach the finish line? 9. What is the farthest place you ve traveled? Name the city, state or country you traveled to. 10. Write the definitions to the following words. Prowl Menace Restless Harness Page 26

27 Name: Chapter Two 1. Explain the four commands a musher must use to communicate with their dogs. Mush Whoa Haw Gee 2. What is Libby s favorite time of day to race? 3. Why is it her favorite time to race? 4. What is the job of the lead dogs? 5. What is the job of the swing dogs and the wheel dogs? 6. Make a list of items that a musher must have in their sleds during the race. 7. Why do the sled dogs wear booties? 8. Libby s sled team took off without her. How and who helped Libby find her dogs? 9. We all need to help each other. Explain how you have helped someone. Page 27

28 Name: Chapter Three 1. Libby is worried about moose being on the trail. Explain why. 2. Sled dogs don t eat regular dog food. What kind of food do they eat? 3. Iditarod rules don t allow dogs to get? A too fat B too tired C too big D none of these 3. Why are there checkpoints along the Iditarod Trail? A to rest and feed B to watch movies C to get massages D to try on new clothes 5. How do the dogs prepare to go to Bed? 6. The word dehydration means: A not enough water B not enough food C not enough rest D not enough warmth 7. The word ointment means: A a vacation B a lotion C a type of food 8. The word checkpoint means: A to check in B to write a check C to check pen D none of these 9. Why does Libby stop and give her dogs snacks? 10. What kind of snacks do you eat after you play or work hard? Page 28

29 Name: Chapter Four 1. Libby has a rest at the checkpoint called Nikolai. Libby decides to do a few extra good things for her dogs. Explain what she did for them. 2. What kind of animals do Libby s dogs hear and what were the dog s reactions? 3. Name the dogs that were not feeling well. 4. What does Libby do to try and help her ill feeling dogs? 5. Who takes care of you when you re feeling ill? What do they do for you? 6. Draw and color a picture of what happened in the creek. USE THE BACK SIDE OF THIS PAGE Page 29

30 Name: Chapter Five 1. There was a bad storm at the checkpoint and the race is called off for a while. How did this help Libby and her dogs? 2. What happens when a musher is the first to reach the town of Iditarod? 3. What happen in the town of Iditarod in 1908? 4. Who named the town? 5. What does the word Iditarod mean? Page 30

31 Name: Chapter Six 1. Libby has four layers of clothing but she is still cold. What does she do to keep warm? A stops and builds a fire B eats more food C runs with the dogs D quits the race 2. Libby encounters a beautiful sight in the night sky. It makes the snow look like it s pink. A stars B snowflakes C sun D Northern Lights 3. Why is Libby the only musher who leaves the checkpoint during the blizzard? Page 31

32 Name: Chapter Seven 1. How did Libby prepare for her long nap in the blizzard? 2. How did the dogs keep warm during their nap? 3. Why does Libby drink seal oil? 4. Why didn t the dog, Sister, listen to Libby? Page 32

33 Name: Chapter Eight 1. What does Libby plan to do with her dogs after the race? 2. Libby won the prize for winning the Iditarod but what other prize did she win? 3. How do you feel when you win? It could be when you started to read well, learn a new math concept or some other kind of event. Share your happy moment. 4. Illustrate your happy moment! Page 33

34 Finny s Daily Oral Language Sentences By Andrea Auf der Heyde (who is really Finney!) First TOTT yesterday we went too musher susans cabin to play with the dog s 2. on the iditarod trail I founded wolfs moose buffaloes and eagles 3. the iditarod sled dog race will begun in anchorage on the first saturday in march 4. is the iditarod headquarters located in wasilla Alaska 5. deedee jonrowe are a musher from willow alaska not far from big lake 6. what do the mushers use at knight to sea in the dark 7. when will i take my 24 our layover asked the musher 8. wow the northern lights is glorious in the sky last night 9. the musher could not sea because of the swirling snow ice and wind 10. the tallest mountain in north america is called denali 11. a incredible book to reed and look at is called born to pull 12. walt disney made a movie from the book about balto but we shouldnt overlook the importance of a dog named togo 13. the ending in the book stonefox illustrates the lifeskills of effort caring perseverance and friendship 14. i wonder what would of happened if kiana had finished the race in day light 15. im gonna get sum water for my dog s said don 16. my dogs lizzie m&m annui and emmy was dropped at the white mountain checkpoint Page 34

35 17. my sled is broke and i need a knew runner handle and stanchions 18. the old dog s teach the young dog s how to ran together as a teem 19. has dr nelson checked all the puppys foot 20. were gonna go for a ran with a team of ate dog s 21. is their a difference between the fir of a siberian huskey and a alaskan huskey 22. in march 2003 the iditarod sled dog race begun in fairbanks Alaska 23. the famous dog zuma likes to eat pizza with lois and peg at the iditarodheadquarters 24. the jr iditarod always begun the last saterday in February 25. the iditarod air force is an important part of the iditarod sled dog race 26. he didnt know that dr fix a veterinarian checked his dog s at skwentna 27. she don t know weather to stay or head up the yukon river into the wind 28. he seen the northern lights as he traveled threw the farewell burn 29. the ceremonial start of the iditarod begins the first saterday in march and the 30. official start begins the first Sunday in march 31. it was the veterinarians decision to dropped the dog in mcgrath Page 35

36 Mathematics Page 36

37 ` Weather or Not? Developed by: Discipline / Subject: Topic: Jeff Peterson, 2004 Iditarod Teacher on the Trail Math/Science Data analysis and weather Grade Level: 3-8 Resources / References / Materials Teacher Needs: 1. Maximum and minimum temperature lists 2. Graph paper 3. Data analysis worksheet Lesson Summary: In this lesson, students will use a line graph to show the maximum and minimum temperatures (in Fahrenheit) in eight Iditarod checkpoints over a time of nine years. Students will then look at the data and identify the landmarks (maximum, minimum, range, mode, median and mean.) Standard s Addressed: (Local, State, or National) 1. Chance and Data Handling (MN. Mathematical standard) 2. Number Sense (MN. Mathematical standard) Learning objectives: 1. Students will understand how to construct a line graph from a given set of data 2. Students will identify data landmarks (range, maximum, minimum, mean, mode, median) from a set of data. Assessment: Method of assessment for learning - Data analysis worksheet and graph Procedural Activities 1. Teacher will talk about weather and the role it plays in the Iditarod. 2. Students will construct graph of maximum or minimum temperatures (Fahrenheit) in eight Iditarod checkpoints over nine years. 3. Teacher instruct students to: Select 8 different colors to represent the eight different checkpoints Label horizontal axis (with the year) and vertical axis (with temperature) Select to graph either maximum or minimum temperatures (or both) Label title of line graph Think of numbering for vertical axis to make sure all data will fit (ex. 35, -33, - 31.) Students will complete worksheet to identify data landmarks Materials Students Need: - Eight different color crayons or colored pencils Technology Utilized to Enhance Learning: - Graphing software or program Other Information - Chart or graph this weather for each checkpoint using bar graph and compare to your weather Modifications for special learners/ Enrichment Opportunities - Peer partners or paraprofessional assistance Page 37

38 Maximum Temperatures in Fahrenheit on Iditarod Trail Checkpoint Anchorage Skwentna Rainy Pass McGrath Galena Unalakleet Koyuk Nome Minimum Temperatures in Fahrenheit on Iditarod Trail Checkpoint Anchorage Skwentna Rainy Pass McGrath Galena Unalakleet Koyuk Nome Page 38

39 Maximum Graph Name: 1. What is the Maximum Temperature on your graph and in what checkpoint does it occur? 2. What is the median temperature on your graph? 3. What is the mean temperature on your graph? 4. What is the mode temperature on your graph? 5. What is the range in maximum temperatures on your graph? 6. What is the title of your graph? 7. What is the title of your x-axis (horizontal)? 8. What is the title of your y-axis (vertical)? 9. How did you number your y-axis? 10. How many Iditarod checkpoints are not included on this chart? 11. What checkpoints were not used during the 2003 race and do you think this was a good idea? 12. What is the coldest maximum temperature from your graph? Page 39

40 Name: Minimum Graph 1. What is the Minimum Temperature on your graph and in what checkpoint does it occur? 2. What is the median temperature on your graph? 3. What is the mean temperature on your graph? 4. What is the mode temperature on your graph? 5. What is the range in Minimum temperatures on your graph? 6. What is the title of your graph? 7. What is the title of your x-axis (horizontal)? 8. What is the title of your y-axis (vertical)? 9. How did you number your y-axis? 10. How many Iditarod checkpoints are not included on this chart? 11. What checkpoints were not used during the race and do you think this was a good idea? 12. What is the coldest Minimum temperature from your graph? Page 40

41 Dare to Compare 03 vs. 04 Developed by: Jeff Peterson, 2004 Iditarod Teacher on the Trail Discipline / Subject: Math Topic: Comparing Iditarod Trails ( 03vs. 04) Grade Level: 3-8 Resources / References / Materials Teacher Needs: - Trail information for 03 and 04 - Graph paper - Dare to Compare 03vs. 04 worksheet Lesson Summary: This lesson involves a comparison in trails for the 2003 and 2004 Iditarods. The 2003 Iditarod was run on a trail never used in the 31-year history of the race. The trail provided new challenges for everyone involved. This lesson should begin with a discussion of the 03 race route and the reasons for the change (could also take time to discuss Serum run of 1925). Students will work in pairs to complete the graph comparison of the race routes (see 03 & 04 trail info. Table). Students will then complete the worksheet based on their graph. Standard s Addressed: (Local, State, or Nat ional) 1. Measurement standard (Minnesota Graduation Standard) Learning objectives: 1. Students will create bar graph to compare data. 2. Students will interpret graph data to answer relevant questions. 3. Students will understand and apply graphing terms. Procedural Activities Assessment: - Dare to Compare 03 vs. 04 worksheet 1. This lesson should be used after students are familiar with the 04 Iditarod race route. Have students look at the 2004 trail information box (checkpoint distances). 2. Teacher and students discuss 2003 race route and reasons for the change in trail (if time allows look at 1925 Serum Run). 3. Students should look at 2003 trail information box (checkpoint distances). 4. Teacher should review graphing terms (horizontal axis, vertical axis, title, label) and how to construct bar graph. 5. Students select two different colors to represent 03 & 04 (ex. red= 03 & blue= 04). Students label horizontal axis with leg one and leave two bars available. This axis should be labeled all the way to leg twenty-four. Remember to leave to bars for each checkpoint. Teacher helps students set up horizontal, vertical axis, title, and labels. 6. Students will begin graphing from the restart (Wasilla in 04 & Fairbanks in 03). Students will graph Distance Between Checkpoints from the 03 and 04 information box. Students should graph the distance from the first two checkpoints under Checkpoint One (ex. Checkpoint 1 03= 53 miles vs. checkpoint 1 04= 14 miles) There are only 21 checkpoints in 03, so checkpoints 22, 23, and 24 will have only one bar. 7. Students will use their graph to answer questions from Dare to Compare 03 vs. 04 Technology Utilized to Enhance Learning: - Could have students get trail information from Internet. - Data analysis program Other Information - Good opportunity to study 1925 Serum Route and situation. Modifications for special learners/ Enrichment Opportunities - Compare Southern route to Northern route and Fairbanks route. Page 41

42 Name: Dare to compare 03 vs. 04 Directions: Use the information from your bar graph to help you answer the questions below. 1. What is the difference, in miles, between checkpoints one and two of the 2003 route and 2004 route? 2. What is the longest leg from the 2003 race route? 3. What is the longest leg from the 2004 race route? 4. What is the total distance of the 2003 race route (Fairbanks to Nome)? 5. What is the total distance of the 2004 race route (Wasilla to Nome)? 6. What is the difference, in miles, between the two race routes? 7. What is the shortest leg from the 2004 race route? Bonus 8. Compare the winning time in 2002 to the winning time in Why do you think there is such a difference in time? How do these two years compare to the winning time in 2004? Page 42

43 Mileage Charts 2003 ; Only time Race ever started in Fairbanks 2004 Regular Northern Trail Checkpoints Fairbanks to Nenana Nenana to Manley Manley to Tanana Tanana to Ruby Ruby to Galena Galena to Nulato Nulato to Kaltag - 1 Kaltag to Eagle Island - 1 Eagle Island to Grayling - 1 Grayling to Anvik Anvik to Grayling - 2 Grayling to Eagle Island - 2 Eagle Island to Kaltag - 2 Kaltag to Unalakleet Unalakleet to Shaktoolik Shaktoolik to Koyuk Koyuk to Elim Elim to Golovin (Not an official Checkpoint) Golovin to White Mountain White Mountain to Safety Safety to Nome Distance Between Checkpoints 53 miles 100 miles 60 miles 115 miles 52 miles 52 miles 42 miles 70 miles 60 miles 18 miles 18 miles 60 miles 70 Miles 90 miles 42 miles 48 miles 48 miles 28 miles 18 miles 55 miles 22 miles Checkpoints Wasilla to Knik Knik to Yentna Yentna Station to Skwentna Skwentna to Finger Lake Finger Lake to Rainy Pass Rainy Pass to Rohn Rohn to Nikolai Nikolai to McGrath McGrath to Takotna Takotna to Ophir Ophir to Cripple Cripple to Ruby Ruby to Galena Galena to Nulato Nulato to Kaltag Kaltag to Unalakleet Unalakleet to Shaktoolik Shaktoolik to Koyuk Koyuk to Elim Elim to Golovin Golovin to White Mountain White Mountain to Safety Safety to Nome Distance Between Checkpoints 14 miles 52 miles 34 miles 45 miles 30 miles 48 miles 80 miles 48 miles 18 miles 25 miles 60 miles 112 miles 52 miles 52 miles 42 miles 90 miles 42 miles 48 miles 48 miles 28 miles 18 miles 55 miles 22 miles Page 43

44 How Close Can You Get????? Developed by: Jeff Peterson, 2004 Iditarod Teacher on the Trail Discipline / Subject: Math Topic: Addition, subtraction, or multiplication Grade Level: 2-7 Resources / References / Materials Teacher Needs: - Score sheet - Playing Cards Lesson Summary: I use this game as an Iditarod center or Friday math lesson to reinforce basic computation and number sense. To begin this lesson, I will talk about how far the race is (generally) and the fact that mushers must make a number of decisions regarding their race distance plan. There are several different versions of this game depending on what skill (addition, subtraction or multiplication) you are working on at the time. If students are proficient in all areas, I will let them choose what they want to play. ** If you want to give independent practice, you may consider playing a class game. Let s say the independent practice has 30 problems. I will require all students to do 20 problems. If they wish to risk and participate in the class game, they can either reduce or increase the number of problems they have for independent practice. If the class wins, those students who risk have 10 problems for independent practice. If the class loses, those students who risk have 30 problems for independent practice. The children really enjoy this and it makes independent practice interesting. Standard s Addressed: (Local, State, or National) 1. Computation and Operation (MN. Grad. Standards) Learning objectives: 1. Students will apply their computational skills to a real life situation. 2. Students will understand how to add, subtract or multiply two and three digit numbers Assessment: Method of assessment for learning - Score Sheet Procedural Activities 1. Teacher will lead discussion about the length of the Iditarod Trail (1,049 miles for this game) and the decisions mushers must make regarding their race plan. 2. Students will play game in groups of 2, 3 or The object of the game will be to get as close to 0 or 1,049 without going under/over 4. If playing the addition version, teacher will tell students that their game will start at 0 and go to 1, If playing the subtraction version, teacher will tell the students that their game will start at 1,049 and go to If playing the multiplication version, teacher will tell students that their game will start at 0 and go to 1, In all versions, the game will be played with a deck of cards using all cards Players will draw three cards 9. Students add, subtract or multiply their formed number from their starting number to complete turn. Game continues until all players do not wish to draw anymore. The person with the number closest to (without going over) 0 or 1,049 wins. If a player goes under/over, he or she is out. 10. Each player must take an 8-hour layover and a 24-hour layover sometime during the game. To take an 8-hour layover, a player only draws two cards. To take a 24-hour layover, a player only draws 1 card. Materials Students Need: - Pencil - Calculator (as check) Other Information - Students may want to agree upon the number of terns a person can take during one game. Modifications for special learners/ Enrichment Opportunities - Peer partners, paraprofessional/teacher assistance Page 44

45 How Close Can You Get??? Score Sheet Partner(s) Partner(s): Adition/Multiplication start at 0, go to 1,049 Subtraction start at 1,049, go to 0 Must take 8-hour layover draw 2 cards Must take 24-hour layover draw 1 card Player 1 Player 2 Player 3 Player 4 Page 45

46 Eat like a Sled Dog 2004 Susan Moehling Ironton, MN Objective: Practice basic math skills, (including percentages and ratios), discuss nutritional components of a diet, and try to get a grasp of just how many calories a working sled dog uses! Exactly what a musher feeds his/her dogs is probably a well-guarded secret, so the numbers for this activity are based on the figures from A Fan s Guide to the Iditarod. In her book, Mary Hood states that According to a recent study of sled-dogs diets, an Iditarod dog consumes 11,200 calories a day while racing, compared with 2,500 calories per day when at home in the kennel. She also discusses the percentage of protein and fat in the dog s feed, especially when talking about dry food: Mushers mention two percentages when discussing feed formulas the first number is the percentage of protein in the food, and the second figure is the percentage of fat. Some high performance dry feeds go up as high as 35/30 percent for use during the racing season, while others drop as low as 26/12 for off-season use.fat is also a significant addition to the dogs daily meals. A good source of high energy in cold weather, fat must be soluble and can comprise as much as 40 to 50 percent of a dog s diet. SO.. What would it take for us to Eat like a Sled Dog during the race? Average sled dogs weigh between 45 and 65 lbs. SO, if the average dog is, say, 55 lbs, and they consume 11,200 calories a day, how many calories is that per pound? 11,200 divided by 55 = or about 204 calories per pound. How many calories would YOU have to eat? Take your weight and multiply it by 204. That s how many calories you would have to eat EVERY DAY to eat like a sled dog during the race! For younger students you can work simply with total calories. Have them find foods that will add up to their calorie total (don t worry about percentages of protein/fat etc.) For older students the diet can be examined further in terms of content In general: If we are to follow the numbers in Mary Hood s book, 1 gram fat = 9 calories - we are aiming to create a diet that is approximately 40% fat, (1 gram of protein = 4 calories) and 35% protein. 1 gram carbohydrate = 4 calories must they make up in the diet? --- Carbohydrates, etc. = 25%) What other nutrients are there? What % Page 46

47 Eating Like a Sled Dog Name: My body weight x 204 = calories a day. OF those calories, my diet should be approximately: calories a day x 40% = calories from fat (ans. Divided by 9 = grams of fat) calories a day x 35% = calories from protein (ans. Div by 4 =g of protein) calories a day x 25% = cal. from carbohydrates (ans. / 4 = grams of carb.) Let s put this in more familiar numbers: 1000 grams = 1 kilogram = approx 2.2 lbs SO. divided by 1000 = kg x 2.2 = pounds of fat! (grams of fat) divided by 1000 = kg x 2.2 = pounds of protein! (Grams of protein) divided by 1000 = kg x 2.2 = pounds of carb! (grams of carb.) Example: 150 lb person x 204 = 30,600 calories 30,600 x.40 = 12,240 calories from fat (divided by 9 = 1360 grams of fat) 1360 g of fat div by 1000 = kilograms x 2.2 = pounds of fat!! 30,600 x.35 = 10,710 calories from protein (divided by 4 = grams of protein) g protein div by 1000 = kg x 2.2 = 5.89 pounds of protein!! 30,600 x.25 =7650 calories from carbohydrates (divided by 4 = grams of carbohydrates) g carb. div by 1000 = kg x 2.2 = 4.21 pounds of carbohydrates!!! = pounds of food Please pass the Alka Seltzer!!!!! Page 47

48 Eating Like a Sled Dog 2 The challenge: Can you create a day s menu that will provide the required number of calories, and come as close as possible to the correct fat/protein percentages??? Show all the math calculations determining your caloric needs as shown above List each food from the day s menu with it s nutrition information Show, mathematically, that your menu fits your needs. You must eat more than 4 different types of food (No you can t just find one food that meets the correct percentages and eat enough of it to total to your calories ;) You can use the nutrition panels on packaged foods; Internet lists of food nutrition, calorie counting books, recipes, and any other reliable sources of food nutrition information! In addition to your menu, please write a paragraph with your thoughts about eating that much food. How would you transport it? How would you store it? Do you think you could actually eat that much? Etc. Page 48

49 Objective: Practice slope calculations. Sledding Slope Susan Moehling Ironton, MN: 2004 Slope = m = rise = change in y = y2 y1 = description of change of a line Run change in x x2 x1 Let s take what we know about slope on a coordinate plane and apply it to a map. Pretending we could travel in a perfectly straight line between two points on a map, if we know the distance between those two points, and we know the elevation of each point, we can calculate the slope between those two points. We can tell if we re going uphill, or down hill, and whether it s steep or flat! The following data came from COOP Alaska Stations Web site: It s a nice website because you can click on a location, and it also lists the 10 nearest stations (and distance). For each station it lists the latitude, longitude, and elevation. Many of the stations correspond to Iditarod checkpoints. If this site is unavailable, you can get distance and elevation from many maps of Alaska. Examples: Galena Elevation 46 Grayling elevation 27 Ruby (37 miles from Galena) elevation 61 Shageluk (24 mi from Grayling) elev. 21 Nulato (45 miles away) elevation 95 Unalakleet (69 miles away) elevation 5 Nikolai (121 miles away) elevation 122 McGrath (134 miles away) elevation 105 Knik Elevation 24 Wasilla (7 miles from Knik) elevation 107 Eagle River (8 m from Knik) elevation 229 What is the slope between Galena and Ruby? 61 ruby) - 46 galena) = 15 =.405 Positive answer means we re going up hill. 37 (dist. Between) 37 relatively small slope means there isn t much change in elevation pretty flat. Is there another town with a slope similar to the slope from Galena as Ruby? (Answer: McGrath.44) What is the slope between Grayling and Unalakleet? 5 unk) - 27 grayling) = -22 = Negative answer going downhill 69 (dist. Between) 69 relatively small slope means not much change. What is the slope between Knik and Eagle River? 229 ER) 24 knik) = 205 = Positive answer uphill 8 (distance between) 8 Large Slope Very steep! Page 49

50 Mysterious Mushing Stats Susan Moehling Ironton, MN: 2004 Objective: introduce some Iditarod stats while practicing basic math skills (and mystifying your students!) How many dogs can a musher start with? How many checkpoints are there? pick a number from 1 to 20 pick a number less than 100 Add 10 Add 20 Multiply by 2 Multiply by 4 Add 12 Subtract 20 Divide by 2 Divide by 2 Subtract your original number Add 30 Divide by 2 Subtract your original number Subtract 4 The Answer is 16 The Answer is 26! No matter what number you start with, the answer is always the same. These Mysteries are created by using algebra! You can create your own to amaze your students, or let them in on the secret and have them make their own! Here s how they work: How many dogs can a musher start with? Pick a number from 1 to 20 X Add 10 X + 10 Multiply by 2 2(X + 10) = 2X + 20 Add 12 2X = 2X + 32 Divide by 2 (2X + 32) / 2 = X + 16 Subtract your original number X + 16 X = 16 You can put in as many flips and twists as you desire make them long or short and so on! Enjoy! Page 50

51 Unalakleet Conversion Units 2004 Susan Moehling Ironton, MN Objective: Practice basic conversions in standard units. 1 minute = 60 seconds 1 lb = 16 ounces 1 foot = 12 inches 100 pennies = hour = 60 minutes 1 ton = 2000 lbs 1 yard = 3 feet 20 nickels = day = 24 hours 1 gallon = 4 quarts 1 mile = 5280 feet 10 dimes = week = 7 days 1 quart = 2 pints 4 quarters = pint = 2 cups From A Fan s Guide to the Iditarod this was part of Martin Buser s shipment to Skwentna: 2 - one-gallon zippered bags of lamb 3 - one-gallon zippered bags of beaver 2 - one-gallon zippered bags of beef 4 - one-gallon zippered bags of whitefish 1 - quart corn oil 1) How many QUARTS of food is this? 2) How many cups of food is this? If a dog coat costs $ If 15 headlamp bulbs cost $ ) How many quarters is this? 4) How many pennies is this? 5) How many nickels? 6) How many dimes is this? 7) How much is one headlamp bulb? If it is 22 miles from Safety to Nome 8) How many yards is this? Martin Buser s winning time in 1994 was 10 days, 13 hours, 2 minutes and 39 seconds. 9) How many minutes is this? (ignore the 39 seconds) 10) How many hours is this? (ignore the 2 minutes and 39 seconds) 11) If 63 mushers each had a 143 lb food-drop to Unalakleet, how many tons is this? Extra Credit: Make up three standard conversion problems of your own from your Iditarod Data. Show the problem and the answer! Page 51

52 Physical Fitness Page 52

53 Iditarod Fitness Challenge By Jeff Peterson, Iditarod Teacher on the Trail 2004 In an effort to encourage fitness, our Physical Education Specialist created a school wide Iditarod Fitness Challenge. He has put a map of Alaska and the Iditarod Trail with all the checkpoints on the wall of the gymnasium. Each class, in our school there are 25, has its own husky dog that serves as a marker to move from checkpoint to checkpoint. Each of the 25 huskies starts in Anchorage, and it has the name of the classroom teacher on it to differentiate between classes. Classes may move a certain number of checkpoints if the entire class reaches a predetermined fitness warm-up level (see below). The first class in each grade level to get their husky from Anchorage to Nome gets a Physical Education activity of their choice. WEEKLY IDITAROD FITNESS CHALLENGE ACTIVITIES March 1-5: Push-ups, Sit-ups, and Running March 8-12: Jump Rope, Pull-ups, and Sit-ups March 15-19: Running, Jump Rope, and Push-ups The warm-up activities coincide with the Presidential Fitness Standards. Predetermined numbers may need to be adjusted according to class/school size. Our school, Wilshire Park, has kindergarten (not included in challenge due to ½ day) though fifth grade. Our first grade classrooms average 20 students, and second through fifth average between students. The following are the Iditarod Fitness Challenge activities. There is a brief description of the activity and a grade level goal for class totals needed to move checkpoints. Push-ups- one-minute time (straight back touching partner s fist/ can do modified knee if need be) First Grade 400 (class total) push-ups = move 3 checkpoints 350 (class total) push-ups = move 2 checkpoints 100 (class total) or more = move 1 checkpoint Second Grade 500 (class total) push-ups = move 3 checkpoints 400 (class total) push-ups = move 2 checkpoints 100 (class total) or more = move 1 checkpoint Third Grade 600 (class total) push-ups = move 3 checkpoints 500 (class total) push-ups = move 3 checkpoints 100 (class total) or more = move 1 checkpoint Fourth Grade 700 (class total) push-ups = move 3 checkpoints 600 (class total) push-ups = move 3 checkpoints 100 (class total) or more = move 1 checkpoint Fifth Grade 900 (class total) push-ups = move 3 checkpoints 750 (class total) push-ups = move 3 checkpoints 100 (class total) or more = move 1 checkpoint Sit-ups- one-minute time First Grade 450 (class total) push-ups = move 3 checkpoints 400 (class total) push-ups = move 2 checkpoints 100 (class total) or more = move 1 checkpoint Second Grade 550 (class total) push-ups = move 3 checkpoints 500 (class total) push-ups = move 2 checkpoints 100 (class total) or more = move 1 checkpoint Third Grade 650 (class total) push-ups = move 3 checkpoints 600 (class total) push-ups = move 3 checkpoints 100 (class total) or more = move 1 checkpoint Fourth Grade 800 (class total) push-ups = move 3 checkpoints 750 (class total) push-ups = move 3 checkpoints 100 (class total) or more = move 1 checkpoint Fifth Grade 900 (class total) push-ups = move 3 checkpoints 850 (class total) push-ups = move 3 checkpoints 100 (class total) or more = move 1 checkpoint Page 53

54 Running- When 1 runner stops the class is done! All Grade levels 10 minutes continuous running/jogging by everyone = move 3 checkpoints 5 minutes continuous running/jogging by everyone = move 2 checkpoints Less than 5 minutes running/jogging by everyone = move 1 checkpoint Jump Rope- Partners will tag team with one another to last as long as they can. They must always have one person jumping. When 1 jumper stops the class is done! All Grade levels 10 minutes continuous running/jogging by everyone = move 3 checkpoints 5 minutes continuous running/jogging by everyone = move 2 checkpoints Less than 5 minutes running/jogging by everyone = move 1 checkpoint Pull-ups- Student must do most of the work (teacher can assist pull-ups by lifting on ankles) First Grade 80 (class total) pull-ups = move 3 checkpoints 60 (class total) pull-ups = move 2 checkpoints Less than 60 pull-ups (class total) or more = move 1 checkpoint Second Grade 110 (class total) pull-ups = move 3 checkpoints 90 (class total) pull-ups = move 2 checkpoints Less than 90 pull-ups (class total) or more = move 1 checkpoint Third Grade 125 (class total) pull-ups = move 3 checkpoints 105 (class total) pull-ups = move 2 checkpoints Less than 105 pull-ups (class total) or more = move 1 checkpoint Fourth Grade 150 (class total) pull-ups = move 3 checkpoints 120 (class total) pull-ups = move 2 checkpoints Less than 120 pull-ups (class total) or more = move 1 checkpoint Fifth Grade 175 (class total) pull-ups = move 3 checkpoints 140 (class total) pull-ups = move 2 checkpoints LESS THAN 140 PULL-UPS (CLASS TOTAL) OR MORE = MOVE 1 CHECKPOINT Page 54

55 Science & Technology Page 55

56 Exxon Valdez Oil Spill and the Environment Developed by: Jeff Peterson, 2004 Iditarod Teacher on the Trail Discipline / Subject: Science Topic: Oils spills & the environment Grade Level: 3-8 Resources / References / Materials Teacher Needs: Oil Spills by Laurence Pringle or Prince William by Gloria Rand Resource materials for Exxon Valdez 1 quart (1 liter) clear glass bowl Measuring cup Liquid oil Powdered washing detergent Measuring spoon Lesson Summary: This lesson can easily be modified to fit the grade level you teach. The lessons focus is the Exxon Valdez oil spill and the effect it had on the environment in Alaska. Teacher will begin with a read aloud to provide students with some background information on the spill. Class will conduct experiment Oily Feathers to demonstrate the effect oil can have on bird feathers. Students will then either draw a picture to show how the spill effected the Alaskan environment, or research the spill and report back to the class their findings (depending on grade level). Standard s Addressed: (Local, State, or National) 1. Understands relationships among organisms and their physical environment (Science National Standard). 2. Understands how human actions modify the physical environment (Geography National Standard). Learning objectives: 1. Students will understand how pollutants effect the environment. 2. Students will gain an appreciation and respect for the environment Procedural Activities Assessment: Method of assessment for learning Work sample according to grade level assignment 1) This lesson should begin with a read aloud from a book on oil spills and their effect on the environment. I suggest Oil Spills or Prince William depending on the grade level you teach. A discussion about the effects of the oil on the environment should follow the reading (be sure to show students where the spill took place). 2) Conduct Oily Feathers experiment as a class, so students can see how the oil effects birds (and apply to other organisms). 3) Students in pairs will research the Exxon Valdez oil spill to learn more about the effects on the environment (could draw a picture of animals and other organisms effected.) 4) Students will share their research with the class. 5) Students and teacher discuss their role in the environment and how to avoid this type of disaster in the future. Discussion of things students could to for Earth Day to help the environment. Materials Students Need: 1) Resource materials and/or drawing paper Technology Utilized to Enhance Learning: Use of Internet as resource for researching Exxon Valdez Oil Spill Modifications for special learners/ Enrichment Opportunities Peer partners Additional science experiments on environment Page 56

57 Oily Feathers Experiment Materials 1 quart clear glass bowl Liquid oil Measuring cup Measuring spoon Powdered washing detergent 1. Pour 1 cup of water in the bowl. 2. Add 1 spoon of liquid oil. 3. Observe the surface of the water. 4. Sprinkle 2 spoons of powdered detergent over the surface of the liquid. 5. Gently stir the water to mix, but try not to produce bubbles. 6. Again observe the surface of the water. Why? Water is heavier and does not mix with oil, so the oil was able to float on the surface of the water. Detergent molecules stick to water on one side and the detergent s opposite side sticks to the oil. The large circles of oil no longer exist because there are molecules of the detergent which allows the oil and water to mix. Detergents can cause a swimming bird to sink and drown. Birds stay afloat because of the oil on their feathers. The birds are waterproof. If the birds become soaked in water containing high concentrations of detergent, the natural oil in the birds feathers would break up into tiny droplets and allow water to penetrate the feathers. The bird would lose its waterproofing and the extra water on the feathers would increase the bird s weight and allow it to sink. Source Biology for every kid by Janice VanCleave Page 57

58 Alaskan Animal Research Project Developed by: Jeff Peterson 2004 Iditarod Teacher on the Trail Discipline / Subject: Science/Writing Topic: Alaskan Animals Grade Level: 3-8 Resources / References / Materials Teacher Needs: Work cited page Checklist Grading Form Animal questions form Note taking sheet (facts) Alaskan animals project outline form Riddle letter Lesson Summary: This lesson involves a research project on an Alaskan animal. The project serves as an introduction to a research PROCESS that is started from the very beginning. You can modify from the forms that are give to easily meet the needs of your students. The skills that I am most concerned with are research and organizing information. I try to collaborate with our school librarian to have him/her help with the works cited form and basic research. It just works well to integrate the Alaska and the Iditarod. Standard s Addressed: (Local, State, or National) 1. Media and Observation (MN Graduation Standard) Learning objectives: 1. Students will understand how to begin, research, organize and write on a given topic 2. Students will apply their knowledge of the research process to an Alaskan animal. Procedural Activities Assessment: Method of assessment for learning. - Notes, Sentences, Cover, Written Report, map, works cited, illustration and riddle. 1. Teacher will give introduction to the project on Alaskan animals 2. Students, in groups of 2-4, will brainstorm and write a list of the animals they think live in Alaska. 3. Students will go into the library to check resources to see if the animals on their lists do in fact live in Alaska. 4. Students will select one animal individually, and on Alaskan Animal Report will list questions they want to find out about their animal. 5. Students will group questions into research categories (see facts research form). Students will need to find between 3-5 facts from each category. 6. Students will write facts into complete sentences to form paragraphs. 7. Students will complete coverage page for their report. 8. Students will complete Works Cited with teacher or librarian. 9. Students will do an illustration of their animal 10. Students complete Alaskan map with: - 5 largest cities - Surrounding bodies of water. 11. Students will complete 5 clues for a riddle on their animal. Materials Students Need: 1. Patience 2. Color crayons, pencils or markers Technology Utilized to Enhance Learning: Students will use the Internet to research and can create a power point presentation upon completion of the written project. Other Information This is a very time consuming project, but one that is really beneficial in terms of learning and fun. Modifications for special learners/ Enrichment Opportunities I really try to have all students complete this project regardless of his/her ability level. It takes a lot of effort to collaborate with Special Ed., Gifted/Talented, etc. but the research process is a very important skill. Page 58

59 ALASKAN WILDLIFE Animals Birds Fish Water Mammals Arctic Fox Albatross Alaska Blackfish Beluga Whale Bison (Buffalo) American Dipper Arctic Char Blue Whales Black Bear Arctic Tern Arctic Grayling Giant Pacific Octopus Brown Bear (Grizzly) Bald Eagle Brook Trout Humpback Whale Caribou Boreal Owl Burbot Killer Whale (Orca) Dall Sheep Canada Goose Chinook Salmon Seal Lemming Chickadees Chum Salmon Sea Otter Lynx Common Raven Coho Salmon Steller Sea Lion Moose Eiders Cutthroat Trout Walrus Mountain Goat Geese Dolly Varden Muskox Great Gray Owl Lake Trout Polar Bear Grouse Porcupine Gulls Red Fox Pacific Loon River Otter Peregrine Falcon Sitka Black-tailed Deer Snow Hare Wolf Wolverine Ptarmigan (state bird) Puffins Red-faced Cormorant Snowy Owl White Wagtail How many more can you find? Page 59

60 Alaskan Animal Report Name Choice of Animal Information I would like to know about my animal: Page 60

61 Fact Sheet Name Facts about the Source: Categories: F = Food RY = Raising their young CH = Characteristics HL = Habitat/Location IF = Interesting Fact Page 61

62 Book Author Title City of Publication Publishers Copyright Date (Example: Smith, Alex. Tigers, New York: Scholastic, 1999) Encyclopedia Title of Article Title of Encyclopedia Copyright Date (Example: Whale. World Book Encyclopedia. 1991) CD-ROM Title of Article Title of CD-ROM Edition or Version (Example: Iowa World Book Multimedia Encyclopedia. CD-ROM. 1999) World Wide Web (Internet) Title of Article Date of your Visit Full Web Address (Example: Seals 10 September 2004 < Page 62

63 Dear Parents/Guardians, Your child has been working on an individual Alaskan animal report. Another part of the assignment is for your child to write five descriptive clues to create a riddle about the animal. Please help your child write these clues on the lines below. We will be making a videotape of the students describing their animals. Thank you. Student Name My Animal is Clue # 1 Clue # 2 Clue # 3 Clue # 4 Clue # 5 Page 63

64 Alaskan Animal Research Checklist Name 1. Choose the name of the Alaskan animal for research. 2. Find at least two sources for your research 3. Start to collect facts about your animal of choice. You need 3 to 5 facts in each of the five categories. Be sure to categorize your facts. (F, RY, CH, HL, AND IF) 4. Meet with your teacher to discuss your facts. 5. Rewrite facts in complete sentences. 6. Rewrite sentences in each category as one paragraph 7. Do bibliography for your project listing the sources you used. We will work on this in class. 8. Make a cover for your project. Get paper from your teacher. 9. Draw an illustration of your animal showing what the animal looks like and what its habitat looks like. 10. On a map of Alaska from your teacher label the five largest cities and the capital along with the surrounding bodies of water. Color the areas where your animal lives. 11. Write five descriptive clues about your animal on the form you will receive from your teacher. 12. If you have other ideas to add to your project, please see your teacher. 13. You will need to hand in the following: 1. Notes 2. Sentences 3. Your Report 4. Cover 5. Bibliography 6. Illustration 7. Map 8. Your Clues for your riddle. Page 64

65 Alaskan Animal Project Name: Finished Project Notes Sentences Cover Map Works Cited Illustration Riddle Media Center Work Page 65

66 Developed by: Discipline / Subject: Topic: Iditarod Website Hunt Jeff Peterson, 2004 Iditarod Teacher on the Trail Technology Navigating Iditarod Website Grade Level: 3-8 Resources / References / Materials Teacher Needs: Internet access for all students Lesson Summary: This would be an excellent activity to use in the beginning of your Iditarod unit. The worksheet will challenge students to find information on many aspects of the iditarod. Many students probably don t have a lot of prior knowledge on this topic, so this should serve as a nice introduction to the Iditarod and navigating the Iditarod website ( Standard s Addressed: (Local, State, or National) 1. Introduction to technology (MN Graduate Standard) Learning objectives: 1. Students will navigate Iditarod website to find various information 2. Students will demonstrate their ability to find information using a website as a resource. Procedural Activities Assessment: Method of assessment for learning Students will turn in worksheet with answers to various questions 1) Use a KWL learning chart to begin discussion/introduction to the Iditarod. Use chart paper to complete the Knowledge portion of the chart (list all that students currently know about the Iditarod). 2) Pass out 2005 Iditarod Website Hunt to students. Briefly discuss your expectations (time, grade, complete sentences, etc). Note: Please explain to students that research does not mean typing up the questions and sending them to Zuma to answer. 3) Students complete worksheet on the Internet 4) I recommend discussing worksheets upon completion to make sure all students understand correct answers. Materials Students Need: Writing utensil Iditarod Website Hunt worksheet Technology Utilized to Enhance Learning: - Using a website as a resource for information Other Information - Modifications for special learners/ Enrichment Opportunities - Peer partners Page 66

67 Iditarod Website Hunt Name: 1. Who was the first musher to sign up for the 'last'iditarod? 2. According to the rules, where must a musher take his or her 8 hour layovers? 3. How far does the Idita-rider get to ride with his/her musher? 4. At what checkpoint do the Northern and Southern race routes come together? 5. What is the total distance in miles of the Northern route of the Iditarod Trail? 6. What is the total distance, in miles, of the Southern route of the Iditarod Trail? 7. What is the difference in length of the two trails? 8. Who is the Father of the Iditarod? 9. What does the word Iditarod mean according to the Ingalik Indians? Page 67

68 Social Studies, Geography, and Map Skills Page 68

69 Page 69

70 Even Year Checkpoints and Distances (Northern Route) Checkpoints..... ckpt. to ckpt.... from Anch.... from Nome Anchorage to Eagle River miles miles miles Eagle River to Wasilla miles miles miles Wasilla to Knik miles miles miles Knik to Yentna miles miles miles Yentna Station to Skwentna miles miles miles Skwentna to Finger Lake miles miles miles Finger Lake to Rainy Pass miles miles miles Rainy Pass to Rohn miles miles miles Rohn to Nikolai miles miles miles Nikolai to McGrath miles miles miles McGrath to Takotna miles miles miles Takotna to Ophir miles miles miles Ophir to Cripple miles miles miles Cripple to Ruby miles miles miles Ruby to Galena miles miles miles Galena to Nulato miles miles miles Nulato to Kaltag miles miles miles Kaltag to Unalakleet miles miles miles Unalakleet to Shaktoolik miles miles miles Shaktoolik to Koyuk miles miles miles Koyuk to Elim miles miles miles Elim to Golovin miles miles miles Golovin to White Mountain miles miles miles White Mountain to Safety miles miles miles Safety to Nome miles miles... 0 miles... Total miles Note: 1,049 miles is a symbolic figure. The distance is around 1,000 miles and 49 was added to signify Alaska, the 49 th state. Page 70

71 Odd Year Checkpoints and Distances (Southern Route) Checkpoints.....ckpt. to ckpt.... from Anch from Nome Anchorage to Eagle River miles miles miles Eagle River to Wasilla miles miles miles Wasilla to Knik miles miles miles Knik to Yentna miles miles miles Yentna Station to Skwentna miles miles miles Skwentna to Finger Lake miles miles miles Finger Lake to Rainy Pass miles miles miles Rainy Pass to Rohn miles miles miles Rohn to Nikolai miles miles miles Nikolai to McGrath miles miles miles McGrath to Takotna miles miles miles Takotna to Ophir miles miles miles Ophir to Iditarod miles miles miles Iditarod to Shageluk miles miles miles Shageluk to Anvik miles miles miles Anvik to Grayling miles miles miles Grayling to Eagle Island miles miles miles Eagle Island to Kaltag miles miles miles Kaltag to Unalakleet miles miles miles Unalakleet to Shaktoolik miles miles miles Shaktoolik to Koyuk miles miles miles Koyuk to Elim miles miles miles Elim to Golovin miles miles miles Golovin to White Mountain miles miles miles White Mountain to Safety miles miles miles Safety to Nome miles miles... 0 miles... Total miles Note: 1,049 miles is a symbolic figure. The distance is always over 1,000 miles and 49 is added to signify Alaska, the 49 th state. The trail changes from the northern to the southern trail every other year. The reason this was started was because of the impact the race was having on the small interior villages. Page 71

72 Iditarod Latitude & Longitude Developed by: Jeff Peterson, 2004 Iditarod Teacher on the Trail Discipline / Subject: Social Studies Topic: Map skills / latitude & longitude Grade Level: 4-9 Resources / References / Materials Teacher Needs National Geographic Alaska Map Alaska Latitude & Longitude Worksheet Current Year Musher List ( Current Year Musher Worksheet Lesson Summary: This lesson can easily be used with a map skills lesson on Alaska. The lesson begins with a discussion of what latitude & longitude lines are and what they are used for in today s world. Students will complete latitude and longitude worksheet on Alaska s cities, landmarks and bodies of water. Upon completion of the worksheet, students will find ( or attached) the different states and countries represented by mushers in this year s Iditarod. They will list, on 2004 Iditarod Musher worksheet, the latitude and longitude of the capital city of the state/country that the musher is from (teachers may wish to exclude Alaska). Standard s Addressed: (Local, State, or National) 1. Geography & Citizenship - MN G.S. 2. Map Skills (Latatude & Longitude) Dist. # 282 Learning objectives: 1. Students will identify the latitude and longitude of various cities and landmarks. 3. Students will apply their knowledge of latitude and longitudes to find the coordinates of capital cities in the world. Assessment: (method of assessment for learning) 1. Alaska Latitude and Longitude Worksheet 2. List of Musher capital city latitude & longitude Procedural Activities 1. Teacher leads discussion of latitude & longitude and how it applies to today s world. 2. Students complete latitude & longitude worksheet on Alaska s cities, landmarks, and bodies of water 3. Students will find ( or attached) the different states and countries represented by mushers in this year s Iditarod. 4. Students will list, on the current year s Iditarod Musher worksheet, the latitude and longitude of the capital city of the state/country that the musher is from. Last Name First Name Home Town Capital Latitude Longitude Backen Kjetil Tveitanveien, Norway Oslo 60 degrees north 11 degrees West Materials Students Need: 1. World Atlas 2. Pencil Technology Utilized to Enhance Learning: Other Information: Excellent opportunity for other map skills (key, scale, etc.) Modification for Special Learners / Enrichment Opportunities Peer Partners, paraprofessional / teacher assistance Worksheets Follow Page 72

73 Name 20 Iditarod Musher Worksheet Last Name First Name Home Town Capital Latitude Longitude KEY: N = North S = South E = East W= West Page 73

74 Alaska Latitude & Longitude Name: Directions: Use the National Geographic map to answer the following questions about Alaskan cities, landforms, and bodies of water. 1. What is the latitude and longitude of Anchorage? (Remember to label your answer.) Latitude: Longitude: 2. What is the latitude and longitude of Barrow? (Remember to label your answer.) Latitude: Longitude: 3. Find the latitude and longitude of Alaska s capital. (Remember to label your answer.) Latitude: Longitude: 4. What Alaskan city has a latitude of about 65 degrees north and 166 degrees west? 5. What is the latitude and longitude of Mt. McKinley/Denali? (Remember to label your answer.) Latitude: Longitude: 6. What is the line of longitude that represents Alaska s eastern border (about how many degrees)? 7. What is the latitude and longitude of the southern most Alaskan city on the National Geographic map? Latitude: Longitude: 8. The Yukon River enters the Bering Sea at what latitude and longitude? (Remember to label your answer.) Latitude: Longitude: Page 74

75 Mystery Checkpoints Developed by: Jeff Peterson, 2004 Iditarod Teacher on the Trail Discipline / Subject: Social Studies Topic: Iditarod Checkpoints Grade Level: 3 12 Resources / References / Materials Teacher Needs: Mystery Checkpoints 1 through 26 Lesson Summary: This is certainly not a traditional lesson, but rather an activity to use possibly at an Iditarod center. I use these when the students are familiar with the Iditarod route, but it also can serve as a good introduction to the trail. There are 26 Mystery Checkpoints and each checkpoint has five clues (one for each day of the week). I put up one clue for each day of the week. Students get one guess to submit to me by the end of the week. The student whose name has been drawn and has correctly identified the Mystery Checkpoint gets to choose a prize from my Iditarod prizes. Learning objectives: 1. Students will be able to correctly identify the 26 checkpoints on the Iditarod Trail 2. Students will appreciate the people, history, and culture of the Iditarod Assessment: - Method of assessment for learning - Guesses that have been submitted by participating students. Procedural Activities 1) Teacher passes out map of checkpoints on the Iditarod Trail and explains the different checkpoints on the Northern and Southern route. 2) Teacher explains that there will be on clue for each day of the week and that each student has one chance to guess the checkpoint. The student may submit the guess anytime before Friday afternoon. The student may use any non-human resources to help him/her identify the Mystery Checkpoint. Materials Students Need: - Pencil & Paper for guess Technology Utilized to Enhance Learning: - Website Other Information - Could give all 5 clues for a checkpoint during each day during the race (uses 13 Mystery Checkpoints ) Modifications for special learners/ Enrichment Opportunities 1) Have students create clues for Southern checkpoints on the Iditarod Trail. 2) Have students create a model checkpoint upon further research of the checkpoint Page 75

76 Mystery Checkpoint # 1 Monday Tuesday This checkpoint is not connected by the road system in Alaska. This checkpoint is known for great food including roast turkey, roast beef, dressing, potatoes and gravy. Wednesday This checkpoint s population is under 100 Thursday Friday Mushers come to this checkpoint during the first one-third of the race regardless of the year. It is located near the confluence of the Yentna and Skwentna Rivers Mystery Checkpoint # 2a Even numbered years Monday Tuesday Wednesday Thursday Friday This checkpoint is built in tiers on the banks of the Yukon River. This village was originally established around 1911 due to gold mining. Within a few years, its population was over a thousand Mostly Athabascan Indians live here year-round Today, the population of this checkpoint is less than 200 people. The first musher to this checkpoint receives a seven-course meal prepared (at the checkpoint) by the head chef of the Millennium Alaska Hotel in Anchorage. Mystery Checkpoint # 2b Odd numbered years Monday Tuesday Wednesday Thursday Friday Mushers come through this checkpoint every other year. This checkpoint village has a population of less than 150 people. The name of this checkpoint means village of the dog people. This is the last checkpoint before the mushers drop down onto the Yukon River ice for their run to Unalakleet. It is 25 miles to the next checkpoint. Page 76

77 Mystery Checkpoint # 3 Monday Tuesday In 1908, gold was discovered here. This cabin became an official checkpoint in Wednesday The population of this checkpoint is 0. Thursday Friday The name of this checkpoint comes from the source of King Solomon s gold in the Bible. It serves as an Iditarod checkpoint almost every year. Mystery Checkpoint # 4 Monday Tuesday Wednesday Thursday Friday A lot of race fans will travel to this checkpoint to check out the action. Many Iditarod volunteers help out at this checkpoint This checkpoint is a fast growing town in Alaska It serves as an Iditarod checkpoint almost every year The Matanuska-Susitna Valley surrounds this checkpoint. Mystery Checkpoint # 5 Monday Tuesday Wednesday Thursday Friday The people in this checkpoint rely on fish and wild game for food. This checkpoint has frequent blowing snow and winter storms. The population in this checkpoint is less than 300 people. The people that live in this checkpoint year round are mostly Eskimo This checkpoint is located at about 65 degrees north latitude. Page 77

78 Mystery Checkpoint # 6 Monday Tuesday Wednesday Thursday Friday You can see the backside of Mt. McKinley from this checkpoint. This checkpoint is an Athabascan Indian village. Population of this checkpoint is under 200 people There is a beautiful Russian Orthodox church with three onion-shaped domes on top in this village This checkpoint is the first of the Alaska Native villages. Mystery Checkpoint # 7a Even numbered years Monday Tuesday Wednesday Thursday Friday This checkpoint is in a village that was founded in 1838 by the Russians. Many of the Athabascan Indians who live in this village are mushers. The population of this village is under 400 people. This checkpoint is located on the banks of the Yukon River. The Iditarod only comes through this checkpoint in even numbered years. Mystery Checkpoint # 7b Odd numbered years Monday Tuesday Wednesday Thursday Friday Mushers come through this checkpoint every other year. This checkpoint is only 18 miles from the last checkpoint and 60 miles to the next checkpoint. This checkpoint is on the Yukon River, which is the longest river in Alaska. Population of this checkpoint is over 200 people. This will be the last village that the mushers see until they reach Kaltag, 130 miles up the Yukon River. Page 78

79 Mystery Checkpoint # 7c Odd numbered years Monday Tuesday The mushers come through this checkpoint in odd numbered years. The mushers are about halfway through the cold winds on the Yukon River at this checkpoint. Wednesday This checkpoint is located at North Lat , West Long Thursday Population at this checkpoint is 1. Friday The checkpoint is in Ralph Conaster s cabin, the only dwelling in Eagle Island. Mystery Checkpoint # 8 Monday Tuesday Wednesday Thursday Friday Mushers come through this checkpoint every Iditarod. The population of this village is less than 300 people. This village is the home of Iditarod musher Palmer Sagoonick. This checkpoint is an Eskimo village. This checkpoint is located on Norton Sound. Mystery Checkpoint # 9 Monday Tuesday Wednesday Thursday Mushers come through this checkpoint every Iditarod. This checkpoint is known for its beauty and scenery. This checkpoint is a cabin that is on the National Register of Historic Places. This area of the trail is known for having Buffalo around the trail. Friday The population of this checkpoint is 0. Page 79

80 Mystery Checkpoint # 10 Monday Tuesday Wednesday Thursday Friday This checkpoint always attracts a large crowd. This checkpoint is known for always having just enough snow. This checkpoint is always used by the Iditarod. This checkpoint is located near a body of water. There always seems to be a lot of excitement and dogs in this checkpoint. Mystery Checkpoint # 11 Monday Tuesday Wednesday Thursday Friday The population of this checkpoint is less than 50 people. This checkpoint is located at Puntilla Lake. Mushers come through this checkpoint every Iditarod. This checkpoint is known for its winter storms. This area represents the highest point on the Iditarod Trail. Mystery Checkpoint # 12a Even numbered years Monday Tuesday Wednesday Thursday Friday The Iditarod only comes through this checkpoint in even numbered years The population of this checkpoint is 0 people. This checkpoint was once a bustling gold mining town. This checkpoint is located on the Innoko River. The first musher to this checkpoint is presented with the GCI Dorothy G. Page Halfway Award of a trophy and $3,000 in gold nuggets. Page 80

81 Mystery Checkpoint # 12b Odd numbered years Monday Tuesday Wednesday Thursday Friday Mushers come through this checkpoint in odd numbered years. This checkpoint has a population of 0. The population of this town was once over 20,000 people. The town was named after the nearby river and means, a far distant place. This town is now a ghost town. Mystery Checkpoint # 13 Monday Tuesday Wednesday Thursday Friday Mushers come through this checkpoint almost every year. The population of this checkpoint is less than 500 people. Many mushers call this checkpoint home. This checkpoint contains many artifacts and information on the sport of mushing. This checkpoint is connected to the road system. Mystery Checkpoint # 14 Monday Tuesday Wednesday Thursday Friday Mushers come through this checkpoint every Iditarod. The population of the village is less than 300 people. This checkpoint is located in an Eskimo village. This checkpoint is located on North Sound. Mushers are required to take an eight-hour layover at this checkpoint. Page 81

82 Mystery Checkpoint # 15 Monday Tuesday Wednesday Thursday Friday Mushers come through this checkpoint every year. A lot of spectators always gather to watch the mushers at this checkpoint. This checkpoint is connected to the road system. This checkpoint always has a lot of media coverage. This checkpoint is very near the Chugach mountain range. Mystery Checkpoint # 16a Even numbered years Monday Tuesday Wednesday Thursday Friday The Iditarod only comes through this checkpoint in even numbered years. The checkpoint is located in an Athabascan Indian Village. This village was home to one of the men who helped in the 1925 diphtheria serum run. The population in this village is under 600 people. The champion of the 1974 Iditarod is from this village. Mystery Checkpoint # 16b Odd numbered years Monday Tuesday Wednesday Thursday Mushers come through this checkpoint in odd numbered years. From here the mushers will travel on the Yukon river ice through the next few checkpoints. The first musher to this checkpoint receives a seven-course meal prepared (at the checkpoint) by the head chef of the Millennium Alaska Hotel in Anchorage. The checkpoint is in the lodge. Friday The population in this checkpoint is less than 100. Page 82

83 Mystery Checkpoint # 17 Monday Tuesday Wednesday Thursday Friday Mushers come through this checkpoint every year. This checkpoint is located at the base of one of Alaska s mountain ranges This checkpoint is known for having a lot of snow. The population in this checkpoint is less than 50 people The checkpoint is located at Winter Lake Lodge Mystery Checkpoint # 18 Monday Tuesday Wednesday Thursday Friday Mushers come through this checkpoint every year. This checkpoint is famous for the warm welcome and plentiful food. The population in this village is right around 50 people. This checkpoint is surrounded by birch and spruce trees This checkpoint is located on the banks of the Takotna River. Mystery Checkpoint # 19 Monday Tuesday Wednesday Thursday Friday Mushers come through this checkpoint every Iditarod. The checkpoint in this town is located in the fire hall. This checkpoint is located in an Eskimo village. The population of this village is under 300 people. This checkpoint is located on Norton Sound. Page 83

84 Mystery Checkpoint # 20 Monday Tuesday Wednesday Thursday Friday Mushers come through this checkpoint every year. This checkpoint is a very busy lodge run by a family. This checkpoint has a lot of plane traffic during the Iditarod. This checkpoint serves as a checkpoint for a variety of other races during the year. This checkpoint is located on the Yentna River. Mystery Checkpoint # 21 Monday Tuesday Wednesday Thursday Friday Mushers come through this checkpoint every Iditarod. The population in this checkpoint is 0 people. The checkpoint building provides the only light for miles. The checkpoint building used to be a movie theater called the Nomerama. From this checkpoint, mushers must wear their bibs all the way to the finish line. Mystery Checkpoint # 22 Monday Tuesday Wednesday Thursday Friday Mushers come through this checkpoint every Iditarod. This checkpoint serves as an air hub for tired or sick dogs. This checkpoint serves as a central communications point for the Iditarod. The populations of this checkpoint are around 500 people. PenAir Awards the first musher to reach this checkpoint with the spirit of the Iditarod award. Page 84

85 Mystery Checkpoint # 23 Monday Tuesday Wednesday Thursday Friday Mushers come through this checkpoint every year. This checkpoint is located around 64 degrees North latitude. The town where this checkpoint is located has three stores The town where this checkpoint is located is an Athabascan Indian village This village was the home to one of the men who helped in the 1925 diphtheria serum run. Mystery Checkpoint # 24 Monday Tuesday Wednesday Thursday Friday Mushers come through this checkpoint every Iditarod. The town where the checkpoint is located was once Alaska s most populated city. The excitement in this checkpoint is always very high. This checkpoint is located on Norton Sound. Many people in the town where this checkpoint is located were stricken with diphtheria in Mystery Checkpoint # 25 Monday Tuesday Wednesday Thursday Friday Mushers come through this checkpoint every year. This checkpoint is located in an Eskimo village. The name of the town where this checkpoint is located means, where the east wind blows in the Inupiat language. The checkpoint is located on Norton Sound. The first musher to get to this checkpoint receives a trophy and $2,500 in gold nuggets from Iditarod Race sponsor, Wells Fargo. Page 85

86 Mystery Checkpoint # 26 Monday Tuesday Wednesday Thursday Friday Mushers come through this checkpoint every year. The population of the town where this checkpoint is located is under 200 people. This checkpoint is located on Norton Sound. This checkpoint is located around 64 degrees north latitude The town where this checkpoint is located has one store. For a complete map and list of the National Millennium Trails Page 86

87 Chasing Daylight Developed by: ITC Discipline / Subject: Geography Topic: Number of hours of daylight in different places. Grade Level: 3-8 Resources / References / Materials Teacher Needs: - Tracking Charts - Internet Access Lesson Summary: This lesson involves the comparison of daylight differences in different parts of the world. Students will be comparing daylight in Alaska with daylight in a place of their own choosing. At least one student should prepare charts and graphs comparing the daylight in Alaska with the daylight in their hometown. Learning objectives: 1. Students will prepare charts of daylight in both Alaska and their target area. 2. Students will make graphs from the information on the charts 3. Students will understand and apply graphing terms 4. Students will discuss why there are differences in daylight in various parts of the world and at different times of the year. 5. Students will write a report on their individual comparison project. Assessment: - Chasing Daylight Worksheet (Technology) - Graphs (Mathematics) - Written Reports (Language Arts, Geography) Procedural Activities 1) Begin with discussion on the daylight observed by the students each day in their hometown. Compare this to the daylight in June and July each year. 2) Discuss daylight savings time. A search of the web using the key word daylight will provide the students with a lot of information. 3) Pass out 2 copies of daylight comparison Charts. Technology Utilized to Enhance Learning: - Have students get daylight information from the Internet for daylight charts (Younger students will need help using this site.) Modifications for special learners/ Enrichment Opportunities - Older students can also track the civil twilight and compare the length of this twilight time in different areas. - Side projects could include tracing the phases of the moon. Page 87

88 Sunrise and Sunset Chart Name Month of Year City State Date Sunrise Sunset +/- Date Sunrise Sunset +/- Date Sunrise Sunset +/- Sunrise and Sunset Chart Month of Year City State Date Sunrise Sunset +/- Date Sunrise Sunset +/- Date Sunrise Sunset +/- Chart the sunrise and sunset and calculate the plus or minus minutes for each day. Compare two places. Page 88

89 Chasing Daylight INFORMATION AVAILABLE ON U.S. NAVAL OBSERVATORY WEBSITE This site includes information for several different science, geography and mathematics activities. Here we have the compared information on Wasilla, Alaska (Home of the Iditarod) and Key West Florida (about as far away as you can get and still be in the United States). Sun and Moon Data for One Day The following information is provided for Wasilla, Matanuska-Susitna Borough, Alaska (longitude W149.4, latitude N61.6): Wednesday 18 August 2004 Alaska Daylight Time SUN Begin civil twilight 5:20 a.m. Sunrise 6:14 a.m. Sun transit 2:01 p.m. Sunset 9:47 p.m. End civil twilight 10:40 p.m. MOON Moonset 10:32 p.m. on preceding day Moonrise 9:37 a.m. Moon transit 4:16 p.m. Moonset 10:29 p.m. Moonrise 11:10 a.m. on following day Phase of the Moon on 18 August: waxing crescent with 8% of the Moon's visible disk illuminated. Sun and Moon Data for One Day The following information is provided for Key West, Monroe County, Florida (longitude W81.8, latitude N24.6): Wednesday 18 August 2004 Eastern Daylight Time SUN Begin civil twilight Sunrise Sun transit Sunset End civil twilight MOON Moonset Moonrise Moon transit Moonset Moonrise 6:39 a.m. 7:03 a.m. 1:31 p.m. 7:58 p.m. 8:22 p.m. 9:18 p.m. on preceding day 9:17 a.m. 3:37 p.m. 9:50 p.m. 10:13 a.m. on following day Phase of the Moon on 18 August: waxing crescent with 7% of the Moon's visible disk illuminated. Page 89

90 Fun Activities: Cartoons Theresa Daily's cartoons were submitted for use in Activity Book 2 and may be used only for classroom/educational use in the learning environment. They may not be reproduced for any other purpose without contacting Theresa Daily. Page 90

91 Some dogs complain all the time and others just see things as being wonderful if you are alive and able to do things like run with the big dogs! Humans are much the same way. Page 91

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93 Dude does his famous Snow Dance Page 93

94 Dude Dog By Theresa Daily Dude has to study maps to lead the team. It is important to know how to read. Page 94

95 Sled dogs do have a sense of humor. They play tricks on their musher and each other and if you really listen, you can hear their laughter. Page 95

96 Dude Dog By Theresa Daily It s important to get enough rest! Page 96

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98 Games and Puzzles Page 98

99 Iditarod Board Game by Jim & Cindy Oliver HiLine Lake Wilderness Camp & Hitaluga Guide Service The following pages contain the playing board (in 4 pieces), the game pieces, question cards and checkpoint cards. Supplies needed: 8 ½ X 11 index stock in three colors. Scissors depending on the age of the students, the game parts will need to be cut out. This can be a class project. Glue or scotch tape. Either glue or scotch tape the four game board pieces together. Scotch tape should be applied to the back of the board and the front of the board so that overlapping pieces are completely secured. Dice. One die for each game you make. Game Instructions: (Also listed on the game board.) 1. Select your musher playing piece and place it on the starting line in Anchorage at 4 th Avenue. 2. Roll the single die and move your musher the number of spaces you roll. 3. Follow the directions on the space you landed. 4. The original on line game was in color: Green colored spaces indicate a checkpoint; a Red space is a checkpoint where you must pick up a Checkpoint card; a Yellow space indicates that the person to your left must pick up a Question card and ask you the question. If you answer correctly, you get to roll again, if not, stay where you are. For a Blue space you must follow the directions on the space. You can create options such as this on your game board by choosing colors as stated in this paragraph. 5. For the last sprint you must roll the exact number of spaces needed to mush under the burled arch. 6. The first musher to reach Nome wins! Page 99

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