Ride Along the Iditarod Trail Grade Levels : 3Rd

Unit Cover Page

Unit Title : Ride Along the Iditarod Trail Grade Levels : 3rd

Integrated Subject/Topic Areas: Art, Geography, History, Math, PE, Reading, Science, Writing

Alignment with Local Curriculum : Alaska History; Geography of Alaska; Six-Trait Writing; Houghton-Mifflin Reading

Alaska Content Standards : Arts A1, A4, A5; Cultural A3, A5, A7; English/Language Arts A1, A2, A3, A4, A6, B1, B2, B3, C1, C3; Geography A1, B1, B3, B7, C3; History A7, B1, B2; Mathematics A3, B1, B3; Science A1; Skills for a Healthy Life A6, C1, C2

Key Words: 1925 serum run, Iditarod, mushing, culture, geography, maps, regions, topography

Brief Summary of Unit (including curriculum content and unit goals):

Students explore Alaska’s history, geography, and culture through the exploration of the traditional and modern Iditarod Trail. Students learn about Alaska’s regions and major topographical features to provide context to their study of the Iditarod and the history and culture surrounding dog-team transit in Alaska. Children learn about dog sledding through direct instruction, discussion, games, and research, culminating in a project where students select the method through which they will show their learning during the unit.

Lessons are designed to focus on both the historical context of the Iditarod and the physical and cultural aspects of the trail itself. Students study the 1925 serum run to provide background and context, then research the communities along the modern Iditarod trail. Students will document their experiences in Trail Logs as they explore this aspect of Alaska’s cultural history.

Reading, writing, and cultural study are embedded in every lesson in this unit. Geography plays in key role in early lessons as the physical context of Alaska plays an important role in helping students understand the factors that mushers and dogs face as they run the race; as the unit progresses, students apply knowledge of regional geography, climate, and natural resources to solve problems. Art is used as a means of expressing learning, while mathematics is used to calculate distance and materials needed to successfully move along the trail. Finally, science and physical education are used to help students better understand the world through a musher’s eyes.

1 Stage One: Identify Desired Results

Established Goals: (Relate to your curriculum and/OR AK standards) Students will be able to identify various regions within Alaska and describe the physical and cultural characteristics of each (G:A1, G:B7, G:F2). Students will compare Alaska’s regions to those of other places and describe the similarities and differences in the characteristics of each (H:A5, H:B1, H:B2). Students will apply knowledge of the writing process to present information about Alaska to an audience of other third-graders (G:A1, A2).

What Essential Questions will be considered? What does it mean to be an Alaskan? Who writes history? How do I see the world? What makes a place unique? What is culture? Why do we have rules?

What understandings are desired? Students will understand that Alaska is a vast land with varied climates, topography, flora, and fauna. Students will understand that the Iditarod celebrates and represents the important role mushing has played in Alaska’s history.

What key knowledge, skills and dispositions will students acquire as a result of this unit? Students will know… Students will be able to… Student will value…. (concepts and generalizations) • Key Alaskan geography: • Identify important places in • Alaska’s unique history - region names and locations Alaska • Alaska’s unique - placenames • Identify and compare Alaska’s geographic features - names and locations of physical features major physical features • Mushing as a form of - flora and fauna native to • Discuss Alaska’s similarities to transportation each region and differences from other places • The role of the sled dog in Alaska history • Show learning through - major events cooperative creative expression - traditional forms of transportation

2 Stage Two: Determine Acceptable Evidence

What evidence will show students understand? Performance Tasks: (Facets of Understanding: Explanation, Interpretation, e Mpathy, Perspective, Self Knowledge)

Trail Log Entries: Students will document the process of exploring Alaska’s geography, history, and culture, including their reflections on each day’s experience. Empathy and perspective- taking will be encouraged through “What would you do” prompts. (E, I, M, P, S)

Compare and Contrast Entries : Students will compare Alaska’s climate and topography with Antarctica’s and mushing with a cross-country horseback journey in short, six-traits-aligned responses in their Journey Journals (E, I, P)

Student-Created Artifacts: Students will work in small teams to interpret and summarize information about Alaska through artwork (E, I)

Checkpoint Summaries: Students will form teams to research a checkpoint along the Iditarod Trail and present their discoveries to the class in the format of their choosing. (E, I)

Reflective Response: Students will apply the knowledge gained during the unit to creatively express ideas about Alaska, mushing, and the Iditarod. Students will present their ideas in an essay, short story, poem, comic strip, or a form of their own design. (I, A, P, S)

What other evidence needs to be collected in light of Stage 1 Desired Results? Other evidence:

Participation: Students will be expected and required to participate in in-class discussions and explorations.

Cooperation: Students will be expected and required to work with expedition team members to complete research, presentation, and artifact assignments.

Reading Log: Students will be required to produce reading logs periodically.

Student self assessment and reflection: Students will be required to reflect on their learning after each lesson. At the end of the unit, students will also be required to write a good/better/how evaluation of their participation, effort, and cooperation during the unit.

3 Stage Two—Determine Acceptable Evidence (continued)

ASSESSMENT TASK BLUEPRINT

What understandings or goals will be assessed through this task? Students will be able to describe the Students will understand that Alaska is a geographic and cultural aspects of the Iditarod. unique place, made up of distinct regions with unique climate, resources, and topography.

What criteria are implied in the standards and understandings regardless of the task specified? What qualities must student work demonstrate to signify that standards are met? Students must be able to reflect on their own Students must be able to interpret work and fairly assess it. information, rather simply copying from one Students must be able to work both form to another. collaboratively and independently. Students must follow directions.

Through what authentic performance tasks will students demonstrate understanding? Task Overview: In order to understand a unique aspect of like in Alaska, we will study the Iditarod this month. You will be expected to work both by yourself and with classmates to discover what the Iditarod is, where it happens, and why it matters to Alaskans. Make sure you examine what life is like for both musher and dogs and learn as much as you can about the weather, animals, landscape, and people who live in each are the Iditarod touches.

You will then work to create art, written work, and oral presentations to demonstrate your knowledge. You may write stories or essays, create a poem or a poster, write a comic book, or invent your own way to tell the class about what you’ve learned. We will share and display this work when our unit of study is through.

You will document this process and your thoughts about what you are learning in your Trail Log.

What student products and performances will provide evidence of desired understandings? • Trail Log entries assessing learning • Compare and Contrast papers • Checkpoint Summaries detailing research • Student-created artifacts

By what criteria will student products and performances be evaluated? • Participation will be evaluated on a binary • Cooperation will be evaluated through basis: did/did not participate. subjective means (Trail Log entries) and more objective means (self and teacher • Students will provide self-assessment of ratings) presentations and artifacts will be evaluated using a combination of rubrics and reflective writing.

4 Stage 3---Plan Learning Experiences

WHERETO What sequence of teaching and learning experiences will equip students to engage with, develop, and demonstrate the desired understandings? Use the following sheet to list the key teaching and learning activities in sequence. Code each entry with the appropriate initials of the WHERETO elements: (W) WHERE are we going and WHY do we care, (H) HOOK and HOLD attention, (E)

EQUIP with tools to do the job, (R) RETHINK what we’re doing and REFLECT on learning, (E 2) EVALUATE progress and self-assess, (T) TAILOR instruction to individuals, (O) ORGANIZE instruction to OPTIMIZE understanding.

1) Hook student interest with the concept that we can explore Alaska by following the Iditarod Trail. (H, E) 2) Hook student interest with information about the 1925 serum run from Nenana to Nome. (H) 3) Explore maps, including their purpose and important features of a map. Practice using maps to provide global and regional context for places we discuss. (W, H, E, E 2, O) 4) Explore regional names and boundaries, placing portions of the Iditarod Trail in regional context. Discuss regional features (climate, resources). Practice applying knowledge of maps and regions to locate specific places. (W, E, E 2, T, O) 5) Explain project concept, expectations, and methods of evaluation. Allow students to examine rubrics. (W, E, R, T, O) 6) Students compare exploration in Alaska and Antarctica. (E, R) 7) Students examine mushing-themed literature to discover more about the sport (W, H, R, T) 8) Reintroduce the proposal that students will explore Alaska through the Iditarod, discussing the students’ mission to explore the checkpoints along the Iditarod Trail. (W, H, O) 9) Discuss general climactic, ecological, and topographical features surrounding each checkpoint. (E) 10) Students research specific features of their target checkpoint. (W, E, O) 11) Students compare travel via horseback and via dogsled. (H, E, R) 12) Students will compile their research and work with teammates to create brief summaries advertising Iditarod checkpoints and rules. (W, R, E 2, T, O) 13) Students will conduct mock Iditarod races to experience life through a musher’s eyes. (W, H, R, T)

14) Students will evaluate the process using a combination of rubric and reflection. (R, E 2)

15) Students reflect on the process of mushing the trail. (R, E 2)

5 Stage 3—Plan Learning Experiences (continued) (This is a calendar view of the previous page.)

This plan can be condensed to two weeks by eliminating the writing days following If I Were a Musher and Mapping the Trail in favor of work periods during other parts of the day or, less preferably, outside of the school day. In addition, Stories from the Trail can be taught immediately succeeding Introducing the Race, and the activities in Running the Race can be conducted simultaneously to those in Ice or Snow, if necessary.

Monday Tuesday Wednesday Thursday Friday Unit Pre-Test Follow that Dog! (Step 1) (Steps 2-4)

Introducing the Dogsleds and Stories from the Mapping the Writing Work Race Shipwrecks Trail Trail Day* (Steps 1 & 5) (Steps 2 & 6) (Steps 2 & 7) (Steps 8-10) Packing a Sled Rules of the Trail Horseback or Ice or Snow? Running the (Step 9) (Steps 8 & 12) Dogsled? (Steps 8 & 13) Race (Step 11) (Steps 8 &13) If I Were a Writing Work Writing Work Unit Post- Musher Day* Day* Assessment (Steps 14-15) (Step 15)

* No formal plan associated with this day as these are extensions of prior lessons. See prior day’s plan for information about learning activities.

6 Lesson Plans

LESSON 1: FOLLOW THAT DOG

Grade Level : Third

Skills and Concepts Addressed : Reading comprehension, map reading, geographical knowledge, Alaska history knowledge

Duration: one 45-minute lesson

Alaska Standard: Learners will identify the locations of events in a picture book (ELA B1, Geography A1). Learners will understand the role geography and technology played the 1925 serum run (History B1, B2). Essential Question What does it mean to be an Alaskan? What is culture? Topic: Alaska Geography and History Methodology: Game

Objective(s): Student Assessment : Introduce students to the concept of mushing. Students will identify the 1925 Serum Run trail Provide students with historical context for the on a map of Alaska. Students will discuss modern Iditarod. Pique student interest in sled hardships mushers and dogs faced during the dog races. 1925 serum run.

Materials : Desk maps, dry erase markers, The Great Serum Race by Debbie Miller, document camera & projector

Activities: Introduction

Show students the cover of The Great Serum Race by Debbie Miller. Ask for predictions about its content.

Learning Activities

Distribute Desk Maps and dry erase markers. Explain expectations for use (maps stay flat on desks; markers are used with gentle pressure and are used to like pens or pencils, not a stamps; markers are used only on Desk Maps; markers should be capped and placed on nametags until required).

Explain to students that they are going to listen to a story, and, as they listen, they should try to find the places mentioned in the story on their desk maps. Explain that they will be told

7 when to mark on the maps with their markers; remind them that markers need to rest until they are called for.

Read The Great Serum Race , using the document camera to share the illustrations. At the end of each page, ask students to find the relevant places on their desk maps. Guide students through locating cities, towns, and geographic features on the maps. Have them trace the mushers’ movements along the Serum Run trail.

Closure

Discuss the story with students, focusing on the hardships faced by dogs and mushers. Discuss why we commemorate this event and what this story tells us about courage, perseverance, and Alaskan culture.

Differentiation for special learners :

Students will be assessed on participation in the kinesthetic map activity and during whole- class discussion. Students will be encouraged to work collaboratively to find locations on the maps and will be encouraged to expand on classmates’ ideas and help one another clarify their points during discussion.

How is this lesson sensitive to cultural and language issues?

Students will be encouraged to share knowledge of mushing, Iditarod and Alaska history, and Alaskan cultural knowledge. No value judgment is given or implied about life in rural or urban Alaska in this lesson. Discussion of the political nature of the practice of Western medicine to combat so-called European diseases in villages is not planned.

References:

Iditarod Trail International Sled Dog Race. (2011). Iditarod history. In The official site of the Iditarod. Retrieved from http://www.iditarod.com/learn/history.html

Isaacs, S.S. (1995). Alaska in the world. In The story of Alaska: Its land and people . Graphic Learning: Waterbury, CT. Miller, D. (2002). The great serum race. Walker & company: New York.

8 LESSON 2:

INTRODUCING THE RACE

Grade Level : Third

Skills and Concepts Addressed : Alaska history knowledge, geographic knowledge

Duration: one 45-minute lesson

Alaska Standard: Learners will understand that the Iditarod is a demanding race (History A7, Cultural A5, A7). Learners will read 1,049 minutes or pages to complete a virtual Iditarod (ELA B1, C3). Essential Question What does it mean to be an Alaskan? What is culture? Topic: Alaska History Methodology: Lecture

Objective(s): Student Assessment : Provide students with information about this Students will read over 1,000 minutes or 1,000 unit of study and the work that will be pages within one calendar month. expected of them. Provide students with context for the difficulty of the Iditarod. Provide an introduction to Alaskan geography.

Materials : Iditaread Musher Reading Logs, Iditaread entry forms, parent letter, Trail Logs, whiteboard and markers

Activities: Introduction

Ask students to discuss what they know about mushing, the 1925 serum run, and the Iditarod. Record answers on whiteboard in a KWL chart.

Learning Activities

Explain that, in order to better understand the role of mushing in Alaska’s history and culture, we will spend the next several weeks exploring Alaska through the Iditarod Sled Dog Race, also known as the Last Great Race. During this time, we will examine different aspects of the Iditarod: the terrain it crosses, how the dogs work together, the rules the mushers must abide by, how trail conditions impact a team’s performance, and how authors have chosen to portray mushing, particularly in the Iditarod.

9 Explain that students will be expected work individually and cooperatively and, while most of the work for this unit will be done at school, one project will be completed at home: The Idit-a-Read.

Explain that the Idit-a-Read is an opportunity for students to read their way along the Iditarod Trail, stopping at checkpoints along the way. By the end of the challenge, students will have read a whopping 1,049 pages or minutes, equal to the number of miles along the trail!

Show students the Idit-a-Read Reading Logs. Explain that, as they read their way along the trail, they will enter information about what they are reading on the form. Demonstrate who to fill out the Reading Log. Show the Musher Race Entry Forms. Explain that students will be responsible for reading, signing, and returning the forms. Discuss types of reading that will be considered acceptable for this project, frequency of check-ins and result updates, and any questions students have about the project.

Distribute Idit-a-Read packets to students. Allow them adequate time to explore the materials.

Closure

Show students the Trail Logs. Explain that, like mushers in the Iditarod, they will be keeping a record of their adventures! Explain Trail Log entry expectations; discuss student concerns or questions. Ask students to begin their first entries: “I’m learning about the Iditarod! I’m excited to know more about …”

Differentiation for special learners :

Students are given a choice of minutes or pages to complete the requirement, allowing readers to adjust the requirement to match their comfort level with reading. Students select their own reading material for the project.

How is this lesson sensitive to cultural and language issues?

Students will select their own reading material and are not mandated to read in English. Multiple forms of written material are acceptable for this project.

References:

Iditarod Trail International Sled Dog Race. (2011). Iditarod rules. In The official site of the Iditarod. Retrieved from http://www.iditarod.com/pdfs/2011/rules.pdf

Isaacs, S.S. (1995). Alaska in the world. In The story of Alaska: Its land and people . Graphic Learning: Waterbury, CT. WW IDEA. (2011). World-wide idea’s idita-read. Retrieved from http://www.idita-read.org/

10 Room 178 News Ptarmigan Elementary 888 Edwards Street Anchorage, AK 99504

February 28, 2011

Dear Room 178 Families,

Our class has begun to study the Iditarod and the role of mushing in Alaska’s history. We are excited to know more about this challenging, 1,049-mile race and the landscape the mushers cross on their way from Anchorage to Nome.

To launch our study of The Last Great Race, our class will be participating in an Idit-a-Read reading challenge! Each member of our classroom community – including the teachers – will work to read 1,049 minutes or pages (one for each mile of the Iditarod trail!) between March 1 and March 31, 2011, as the mushers race from Anchorage to Nome!

For this challenge, all reading counts, as long as it can be measured in pages or minutes. Students may read newspapers, magazines, library books, or their own stories as long as they provide information about what they read on the attached reading log.

Please review the Mushing Racer Entry Form with your student. Completed forms are due back by Friday, March 4, 2011 and the Reading Log is due on April 1, 2011. Students are encouraged to bring their Reading Logs to school periodically so they can track their progress on our hallway bulletin board.

Thank you for your support!

Sincerely,

Cynthia Fitch Student Teacher Room 178 Ptarmigan Elementary

11 IDIT-A-READ! MUSHER RACE ENTRY FORM Read the Iditarod Trail: March 1 – March 31, 2011

We will read along as the mushers in the Iditarod race from Anchorage to Nome. Track your mileage and watch your husky move from checkpoint to checkpoint along the trail! Can you finish the race before the Red Lantern passes under the burled arch in Nome?

Name: ______Grade: ______

Teachers: Ms. Fitch & Mrs. Grimm

I wish to participate in the 2011 Room 178 Iditaread race! My goal for this Iditaread is to (choose ONE goal):

___ Read one minute per mile (1,049 minutes total) ___ Read one page per mile (1,049 pages total)

I understand that I will be responsible for tracking my progress as I read and reviewing at least two of the books I read during the race.

______. Cynthia Fitch . Iditaread Musher Iditaread Supervisor

______Iditaread Sponsor

12 IDIT-A-READ! MUSHER READING LOG Read the Iditarod Trail: March 1 – March 31, 2011

Name: Checkpoint Date Name of book and Author Completion Date Anchorage to Campbell Airstrip (20 miles) Willow (29 miles)

Yentna (52 miles)

Skwentna (34 miles)

Finger Lake (45 miles)

Rainy Pass (30 miles)

Rohn Roadhouse (48 miles)

Nikolai (75 miles)

McGrath (54 miles)

Takotna (18 miles)

Ophir (25 miles)

Iditarod (1/2 way!) (90 miles)

Shageluk (25 miles)

13 Name: Checkpoint Date Name of book and Author Completion Date Anvik (25 miles)

Grayling (18 miles)

Eagle Island (60 miles)

Kaltag (70 miles)

Unalakleet (90 miles)

Shaktoolik (42 miles)

Koyuk (48 miles)

Elim (48 miles)

Golovin (28 miles)

White Mountain (18 miles)

Safety (55 miles)

Nome (22 miles)

______(signature) I have completed my reading goals. My favorite book was______because:

READING LOGS ARE DUE APRIL 1, 2011

14 LESSON 3: DOGSLEDS AND SHIPWRECKS

Grade Level : Third

Skills and Concepts Addressed : Comparing literature, writing about literature

Duration: one 60-minute lesson

Alaska Standard: Learners will compare climate and geography in two stories (ELA B3, Geography B1, C3). Learners will summarize three similarities or differences between two places (ELA B2). Essential Question Who writes history? Topic: Reading Comprehension, Writing Methodology: Lecture with Independent Practice

Objective(s): Student Assessment : Students will understand that Alaska and Students will describe similarities and Antarctica have similarities and differences differences in accounts of Antarctic in climate and geography. explorers and Alaskan mushers.

Materials : Houghton Mifflin Reading anthologies, copies of The Great Serum Race by Debbie Miller, document camera & projector, paper, pencils

Activities: Introduction

Review Trapped by the Ice in the Houghton-Mifflin anthology with students. Review The Great Serum Race by Debbie Miller.

Learning Activities

Ask students to think about how Shackleton’s crew’s experiences are similar to and different from the experiences of the mushers, as described in Miller. Walk students through creating a comparison chart. Have students work collaboratively to create a comparison chart.

Model drafting a compare/contrast paragraph; have students work independently to identify and write about two major similarities or differences in the stories.

Closure

Ask students to make an entry in their Trail Logs about Alaska, Antarctica, or both.

15 Differentiation for special learners :

Students will work collaboratively to generate ideas, providing in-team support and leadership opportunities. Writers will be assessed on the clarity of their ideas. Support will be provided by allowing students to work in pairs or teams and through adult assistance.

How is this lesson sensitive to cultural and language issues?

Students seek clarification of ideas from one another and from the teacher. Students with first-hand knowledge of Alaska’s regions will be encouraged to share their knowledge.

References:

Cooper, D.J., et al. (2005). Reading. Houghton Mifflin Harcourt: Boston

Miller, D. (2002). The great serum race. Walker & company: New York.

16 LESSON 4:

STORIES FROM THE TRAIL Grade Level : Third

Skills and Concepts Addressed : Reading comprehension

Duration: one 20-minute lesson with five 20-minute partner-reading periods

Alaska Standard: Learners will demonstrate understanding of plot, character, and other essential elements of fiction (ELA A1, A2, A3). Essential Question What does it mean to be an Alaskan? Topic: Reading Comprehension Methodology: Direct Instruction with Partner Reading

Objective(s): Student Assessment : Students will comprehend what they read. Students will fill in comprehension tri-folds as they read mushing- and Iditarod-themed stories.

Materials : Copies of: Akiak by Robert J. Blake, Balto and the Great Race by Elizabeth Cody Kimmel, The Bravest Dog Ever: The True Story of Balto by Natalie Standiford, Foxy’s Tale by Ed White and Donna Freedman, The Great Serum Race by Debbie Miller, The Iditarod by Monica Devine, Silver by Gloria Whelan, Stone Fox by John Reynolds Gardiner; trifolds for each book.

Activities: Introduction

Ask students if they have ever enjoyed a book or story so much they wanted to share it with someone right away. What if you could do that as you’re reading?

Learning Activities

Explain to students that they will have an opportunity to read Iditarod-themed books with a friend for the next week and they will be expected to answer questions about their reading. Discuss expectations for answers (complete sentences) and treatment of materials.

Provide students access to the books and an opportunity to select a book that looks appealing. Students find another student who has selected the same book and partner read during the Reading Small Group block. Remind students to include this reading in their Reading Logs and to write about the books in their Trail Logs.

17 Closure

Students briefly share their impressions of the books and discuss what they liked or disliked about the comprehension trifolds.

Differentiation for special learners :

Books are provided across a range of difficulties. Students are guided in book selection, but reading at a specific “reading level” is not mandated. Students work collaboratively to read and to answer questions about the reading.

How is this lesson sensitive to cultural and language issues?

Students may support one another in reading and in the comprehension exercise. Students choose their own reading material from a selection of eight books.

References:

Blake, R.J. (1997). Akiak: A tale from the Iditarod. Philomel Books: New York

Devine, M. (1997). The Iditarod: The greatest win ever. Perfection Learning: Logan, IA

Gardiner, J.R. (1980). Stone fox. Scholastic: New York

Kimmel, E.C. (1999). Balto and the great race. Random House: New York

Megteach. (2010). Trifold template? In Proteacher community. Retrieved from http://www.proteacher.net/discussions/showthread.php?t=229932

Miller, D. (2002). The great serum race. Walker & Company: New York

Standiford, N. (1989). The bravest dog ever: The true story of Balto. Random House: New York

Whelan, G. (1988). Silver. Random House: New York

White, E. & D. Freedman. (1995). Foxy’s tale. Whitehouse Publishing: Anchorage, AK

18 Placeholder – Akiak trifold

19 p. 2

20 Placeholder – The Iditarod trifold

21 p 2

22 Placeholder – Stone Fox trifold

23 p 2

24 Placeholder – Balto & the Great Race trifold

25 p. 2

26 Placeholder – The Great Serum Race trifold

27 p 2

28 Placeholder – Bravest Dog Ever trifold

29 p. 2

30 Placeholder – Silver trifold

31 p 2

32 Placeholder – Foxy’s Tale trifold

33 p 2

34 LESSON 5:

MAPPING THE TRAIL Grade Level : Third

Skills and Concepts Addressed : Cultural knowledge, geographic knowledge, history, writing practice, research skills, critical thinking

Duration: One 30-minute lesson and one 45-minute writing period

Alaska Standard: Learners will understand that Alaska is a diverse place, made up of diverse regions (Geography B1, B3, B7). Learners will comprehend written information about Alaska (ELA B1). Learners will write about Alaska, using information they have read (ELA A1, A2, A4). Essential Question What does it mean to be an Alaskan? What is culture? Who writes history? Topic: Geographic Knowledge, Summary Writing Methodology: Independent Practice

Objective(s): Student Assessment : Students will learn that Alaska is a diverse Students will create written summaries about state made up of multiple biomes and cultural Alaskan communities. lifeways.

Materials : Checkpoint Information from the official Iditarod site and Iditarod Fact Book (edited by Tricia Brown), maps, document camera & projector, paper, pencils

Activities: Introduction

Show students a map of the Iditarod trail. Explain that the trail covers great distances and travels across different regions of the state. Briefly discuss characteristics of each region; prompt students to discuss which regions include the Iditarod trail.

Learning Activities (Day 1)

Explain to students that, as future mushers, they will need to know what to expect along the trail. To help them prepare, students will research a checkpoint and summarize that information in writing.

Provide students with Checkpoint Information sheets and encourage them to read the information, underlining information that seems important or interesting.

35 Closure (Day 1)

Ask students to briefly review their Checkpoint Information sheets and reflect on the information that seems important. Students should create a Trail Log entry discussing they would tell a classmate, if he or she asked what it’s like in the community they read about.

Learning Activities (Day 2)

Direct students to use their notes and Checkpoint Information sheets to write short summaries about their assigned checkpoints. Remind students that summaries are short and provide only the most important or interesting details. Collect student summaries.

Closure (Day 2)

Students create Trail Log entries discussing the most challenging part of writing the checkpoint summaries.

Differentiation for special learners :

Students will be assessed on participation and effort, in addition to content knowledge. Students will reflect on their knowledge about Alaska’s geography and cultures and will be encouraged to express this knowledge in the modality that best suits their capabilities.

How is this lesson sensitive to cultural and language issues?

Students will be encouraged to share cultural knowledge through class discussion and journaling.

References:

Alaska Geographic. (2001). The Iditarod. Alaska Geographic: Anchorage, AK

Brown, T., (ed.). (2006). Iditarod fact book : The complete guide to the last great race , 2 nd ed. Epicenter Press: Kenmore, WA

Crisman, R. (1993). Racing the Iditarod trail. Dillon Press: New York

Iditarod Trail International Sled Dog Race. (2011). Iditarod trail. In The official site of the Iditarod. Retrieved from http://www.iditarod.com/learn/iditarodtrail.html

36 LESSON 6:

PACKING A SLED Grade Level : Third

Skills and Concepts Addressed : Mathematical reasoning, solving word problems, geographic knowledge

Duration: One 30-minute lesson

Alaska Standard: Learners will demonstrate understanding of multiplication, division, and distance to solve word problems (Mathematics A3, B1, B3) Essential Question What makes a place unique? What does it mean to be an Alaskan? Topic: Geography, Math Methodology: Collaboration

Objective(s): Student Assessment : Students will understand that mushers must Students will calculate the frequency and size plan ahead to ensure they have sufficient of supply drops needed to complete the supplies to complete the race. Iditarod.

Materials : Checkpoint list, supply information sheet, paper, pencils

Activities: Introduction

Ask students how mushers make sure they don’t run out of food on the Iditarod trail. Discuss responses.

Learning Activities

Explain that, since much of the Iditarod runs through remote parts of Alaska, mushers must plan ahead to ensure they have enough food and other supplies to make it all the way to Nome. Provide student groups with the checkpoint list and discuss distances between checkpoints. Explain that the Iditarod Air Force helps mushers by delivering supplies to checkpoints along the trail, so mushers don’t have to carry everything with them.

Provide students with the Supply Information Sheet. Explain that their job, as future mushers, is to figure out which supplies they would ask the Iditarod Air Force to deliver to each checkpoint. Remind students to keep the weight capacity of their sled in mind as they perform their calculations.

Closure

Students turn in completed or partially-completed calculations. Students write in their Trail Logs about things to consider when planning Iditarod supply drops. 37 Differentiation for special learners :

Students will be assessed on participation and effort, in addition to content knowledge. Students will reflect on their knowledge about Alaska’s geography and will work with classmates to express this knowledge.

How is this lesson sensitive to cultural and language issues?

Students will be encouraged to share cultural knowledge through class discussion.

References:

2010 Iditarod Trail Committee, Inc. (2010). 2010 iditarod trail sled dog race race checkpoints. In The official site of the Iditarod. Retrieved from http://iditarodblogs.com/teachers/files/2008/10/Mileages.pdf

Iditarod Trail International Sled Dog Race. (2011). Iditarod rules. In The official site of the Iditarod. Retrieved from http://www.iditarod.com/pdfs/2011/rules.pdf

38 Supply Information

Each dog in your team can pull 85 pounds for up to 90 miles without stopping to rest. The dogs travel an average of 10 miles per hour, but can go faster for short distances. Each dog uses about 11,000 calories per day of racing. Your sled can hold no more than 500 pounds, and each 50 pounds over 300 slows your dogs down about 2 miles per hour.

1) If your sled weighs 400 pounds and you have 10 dogs, how much weight is each dog pulling?

2) How much weight does each dog pull if you only have 6 dogs on your team?

3) Which team can go longer without a rest?

4) Raw salmon provides your dogs with about 400 calories per pound. How many pounds of salmon do your dogs need per day?

5) How many days’ food can your sled carry, if you and your gear weigh 200 pounds, together?

6) You are in McGrath. You and your gear weigh 200 pounds, together, and you are carrying one day’s food for the dogs. You want to race to Unalakleet without stopping. Can you do it?

7) How many times would you need to stop to rest between McGrath and Unalakleet? Between Unalakleet and Nome?

39 Iditarod Checkpoints

Checkpoint Distance to Next Checkpoint Anchorage 20 miles Campbell Airstrip 29 miles Willow 52 miles Yentna 34 miles Skwentna 45 miles Fin ger Lake 30 miles Rainy Pass 48 miles Rohn Roadhouse 75 miles Nikolai 54 miles McGrath 18 miles Takotna 25 miles Ophir 90 miles Iditarod 25 miles Shageluk 25 miles Anvik 18 miles Grayling 60 miles Eagle Island 70 miles Kaltag 90 miles Unalakle et 42 miles Shaktoolik 48 miles Koyuk 48 miles Elim 28 miles Golovin 18 miles White Mountain 55 miles Safety 22 miles Nome

40 LESSON 7:

RULES OF THE TRAIL Grade Level : Third

Skills and Concepts Addressed : Summarizing information

Duration: one 20-minute lesson

Alaska Standard: Learners will understand the role of rules in the Iditarod (Cultural A3). Learners will demonstrate understanding of Iditarod rules through art (Arts A1, A5). Essential Question Why do we have rules? Topic: Reading Comprehension Methodology: Collaboration

Objective(s): Student Assessment : Students will understand that mushers in the Students will work collaboratively to create an Iditarod must follow specific rules. Iditarod Rules poster.

Materials : Iditarod Rules, posterboard, markers

Activities: Introduction

Ask students what purpose rules serve. Allow brief discussion. Explain that mushers competing in the Iditarod, like everyone else, have to follow certain rules and that we are going to create posters to help the mushers remember the most important rules of the trail.

Learning Activities

Divide students into groups. Provide groups with copies of the Iditarod rules, posterboard, and markers. Explain what the elements of a good rules poster look like. Allow students to work.

Closure

Students briefly share their posters and reasoning with the class. Students write in their Trail Logs about why they chose the rules they did.

Differentiation for special learners :

Students will be encouraged to explain ideas to one another, increasing the available explanations for concepts. Support will be provided by allowing students to work in teams, through adult assistance, and by reviewing the activity at its completion.

41 How is this lesson sensitive to cultural and language issues?

Students will be encouraged to explain ideas to one another, increasing the available explanations for concepts and allowing peers to seek clarification of ideas from one another and from the teacher.

References:

Iditarod Trail International Sled Dog Race. (2011). Iditarod rules. In The official site of the Iditarod. Retrieved from http://www.iditarod.com/pdfs/2011/rules.pdf

42 Iditarod Rules

Musher Qualifications - Mushers must be at least 18 years of age - Mushers must have completed at least two approved races of at least 300 miles each prior to applying to run in the Iditarod - Mushers must have raced at least 750 miles - Mushers must have placed in the top 3/4 of mushers in their races - Mushers must attend all pre-race meetings - New mushers (“Rookies”) must provide a reference from an Iditarod musher

Entries - No more than 100 entries will be accepted - Mushers may enter only once - Entries must be accompanied by a $100 housing fee and a $4,000 entry fee - Application forms must be complete - Entries must be submitted by November 30

Conduct and Competition - Mushers who must quit the race (“scratch) will be transported to Anchorage or Nome by the Iditarod Air Force - Prizes of $510,000 will be split among the first 30 mushers to cross the finish line - Mushers must sign in at each checkpoint - Each musher must take one 24-hour stop during the rest at the checkpoint of the musher’s choice - Each musher must take one 8-hour stop along the Yukon River - Each musher must take one 8-hour stop at White Mountain - Each musher must carry his race number for the whole race - Each musher must wear his race number from Safety to Nome - Mushers may use any sled they wish, provided it has no motor, sail, or wheels - A musher cannot abandon a sled unless the sled is damaged

Mandatory Items - Each musher must have with him or her: o A cold weather sleeping bag weighing at least five pounds o An axe, 22 inches long and 1 ¾ pounds in weight o A pair of snowshoes o Eight booties for each dog o A cooker and pot o Cable to tie dog team for rest stops o Emergency food for dog team o Veterinary log

43 Dog Teams - A musher must have at least 12 dogs to start the race - A musher can have no more than 16 dogs to start the race - At least six dogs must be on the towline at the finish line - No dogs may be added to a team after the race starts - All dogs must be on the towline or riding on the sled

Supply Drops - Mushers may ship supplies to any checkpoint along the trail except Yentna and Finger Lake - Each shipment may weigh no more than 60 pounds - No straw or fuel may be shipped via Iditarod Air Force - Used items may be dropped at checkpoints - Mandatory food must be shipped via Iditarod Air Force

44 LESSON 8:

HORSEBACK OR DOGSLED? Grade Level : Third

Grade Level : Third

Skills and Concepts Addressed : Comparing literature, writing about literature

Duration: one 30-minute lesson

Alaska Standard: Learners will compare similarities and differences in two stories (ELA B2). Learners will consider cultural differences in modes of transportation across states (Geography B7). Essential Question Who writes history? Topic: Reading Comprehension, Writing Methodology: Lecture with Independent Practice

Objective(s): Student Assessment : Students will understand that mushing and Students will describe similarities and horseback-riding have similarities and differences in accounts of cross-country differences. horseback riding and mushing.

Materials : Houghton Mifflin Reading anthologies, document camera & projector, paper, pencils

Activities: Introduction

Review A Wild Ride in the Houghton-Mifflin anthology with students. Review The Great Serum Race by Debbie Miller.

Learning Activities

Ask students to think about how the boys’ horseback adventure compares with racing dogs. Remind students what elements a comparison chart contains. Have students work collaboratively to create a comparison chart.

Remind students what a strong compare/contrast paragraph looks like; have students work independently to identify and write about two major similarities or differences in the stories.

Closure

Students reflect in their Trail Logs: Would you rather travel cross-country by horseback or dogsled? Why? 45 Differentiation for special learners :

How is this lesson sensitive to cultural and language issues?

Students seek clarification of ideas from one another and from the teacher. Students with first-hand knowledge of Alaska’s regions will be encouraged to share their knowledge.

References:

Cooper, D.J., et al. (2005). Reading. Houghton Mifflin Harcourt: Boston

Miller, D. (2002). The great serum race. Walker & company: New York.

46 LESSON 9: ICE OR SNOW? Grade Level : Third

Skills and Concepts Addressed : Observation, drawing conclusions

Duration: One 45-minute lesson

Alaska Standard: Learners will work cooperatively to conduct an experiment to determine whether mushers travel faster across ice or snow (Science A1). Learners will collect data to inform their hypotheses about speed across ice and snow (Science A1). Essential Question What does it mean to be an Alaskan? How do I see the world? Topic: The Science of Mushing Methodology: Experiment

Objective(s): Student Assessment : Students will determine whether snow or ice Students will work cooperatively to makes for faster mushing conditions. experiment with snow and ice to determine which makes a faster surface for mushing.

Materials : Science notebooks, pencils, clipboards, sleds with ganglines, stopwatches, cones to mark trails, ground covered with snow and ice, whiteboard & markers

Activities: Introduction

Ask students to think about how snow and ice differ; which would they rather run on and why?

Learning Activities

Explain to students that they will be working together to determine whether snow or ice make a better surface for mushing. Ask students to make a prediction in their Science Journals.

Divide students into Mushing Teams. Each team will consist of a musher, four pullers, and an observer. Provide each team with a sled and gangline, a clipboard, and a stopwatch.

Explain the roles and expectations for the experiment: the pullers on each team will pull the sled with the musher in it across a snow trail and an ice trail. The observer will time each run and make notes about their observations during the experiment. The musher will guide the team, and the pullers will do their best to stay on the trails. Students are expected to behave respectfully toward one another and the equipment; teams that do not exhibit safe behavior (sleds stay right-side up and on the ground, no running) will forfeit their participation in the

47 experiment Each team will their trails twice; times should be recorded in minutes and seconds, under the headings Snow 1 , Snow 2 , Ice 1 , and Ice 2 .

Closure (Day 1)

The observer shares his or her observations with the team. Each team collaborates to determine whether they moved more quickly across snow or ice and discusses why.

Students return to the whole-group setting. Each team reports its time and findings; record data on whiteboard. Discuss any outlying data. Students return to teams to discuss the class results and confirm or revise their conclusion about snow versus ice for optimal mushing speed.

Students reflect in their Trail Logs on any surprises they discovered while conducting the experiment.

Differentiation for special learners :

Students will be assessed on participation and effort. Students will work in teams to complete lesson objectives. Students will have the option to lobby for a role that aligns with their strengths and interests.

How is this lesson sensitive to cultural and language issues?

Students will be encouraged to share cultural knowledge through class discussion. Students will collaborate to meet written portions of the task. The lesson focuses on observation and teamwork, rather than a written product.

48 LESSON 10: RUNNING THE RACE Grade Level : Third

Skills and Concepts Addressed : Cultural knowledge, cooperation, physical endurance

Duration: One 45-minute lesson

Alaska Standard: Learners will work cooperatively to complete a circuit (Skills for a Healthy Life C1, C2). Learners will safely complete a physical task (Skills for a Healthy Life A6). Essential Question What does it mean to be an Alaskan? How do I see the world? Topic: Physical Education Methodology: Game

Objective(s): Student Assessment : Students will work cooperatively to complete a Students will work cooperatively to complete a task. Students will understand that dogs must mock Iditarod. work as a team to successfully complete an Iditarod.

Materials : Sleds with ganglines, cones to set up trail, checkpoint signs

Activities: Introduction

Ask students to think about the snow and ice science experiment. What was easy? What was difficult?

Learning Activities

Explain that, often, it is easier for a group of people to move an object than for one person to do so. Select two volunteers from the class. Seat one in the sled and have the second student try to pull the first down a marked path. Ask the puller about his or her experience; would it have been easier if you’d had a team?

Tell students that they will be running a mock Iditarod in teams of six; at each checkpoint, students will switch roles: the student riding in the sled (musher) will move the back of the gangline and the student in the lead will become the musher. Students will complete three circuits; the first team to complete all three circuits without arguing or misusing the equipment will take first place, the next team second, and so on.

Have each student trying pulling another student alone before beginning the race. Line students up, reviewing safety protocols. Cue students to begin the race.

49 Closure

Discuss the differences in student experiences between working alone and working in a team to pull. Which was harder? Why? Students reflect on teamwork in their Trail Logs.

Differentiation for special learners :

Students will be assessed on participation, effort, and teamwork. All students will have an opportunity to experience each position during the race.

How is this lesson sensitive to cultural and language issues?

No cultural discussion is planned. There is no written response required for this activity. The teacher will check to ensure all learners understand the directions by providing demonstrations and practice prior to the race.

References:

Hintgen, T. (2011). Cleveland school’s first Iditarod a hit with kids. In Fergus falls journal. Retrieved from http://www.fergusfallsjournal.com/2011/03/18/cleveland-schools-first- iditarod-a-hit-with-kids/.

50 LESSON 11: IF I WERE A MUSHER Grade Level : Third

Skills and Concepts Addressed : Reflective writing, creative thinking

Duration: Three 45-minute class periods

Alaska Standard: The learner will write effectively to convey ideas about mushing in Alaska (ELA A1). The learner will use writing and illustration in tandem to convey knowledge about the Iditarod (Arts A4, ELA A6, History B2). Learners will choose an appropriate genre in which to express their ideas and knowledge about mushing and the Iditarod (ELA C1). Essential Question How do I see the world around me? What does it mean to be an Alaskan? Topic: Writing Methodology: Independent Practice

Objective(s): Student Assessment : Students will reflect on their learning during Students will provide a written response to “if the Iditarod unit. Students will synthesize I were a musher …”. their knowledge of the Iditarod to make predictions about life on the Iditarod Trail.

Materials : paper, pencils, document camera & projector, self-evaluation form

Activities: Introduction

Ask students to think about what they know about the Iditarod. Ask them to imagine running in the 1925 serum run. What would those experiences have been like?

Explain that we are going to think back over everything we’ve learned about mushing and the Iditarod and use that knowledge to write what it would like to mush dogs.

Learning Activities (Day 1)

Introduce prompt (If I were a musher”). Briefly discuss various approaches to the prompt (essay, realistic fiction, poetry, picture book, comic strip). Model brainstorming in response to the prompt. Include student responses in the brainstorming.

Ask students to spend 20 minutes “thinking on paper” about how they’d like to respond to the prompt and brainstorming in preparation of a rough draft.

51 Closure (Day 1)

Students discuss their ideas in small groups; remind students that they will be creating their rough drafts during the next writing block.

Learning Activities (Day 2)

Remind students of the prompt (if I were a musher) and discuss expectations for rough drafts. Model rough-draft writing to the prompt. Provide students with at least 30 minutes to write; early finishers may begin the editing and revision process.

Closure (Day 2)

Students discuss their progress with an elbow partner.

Learning Activities (Day 3)

Students edit and revise rough drafts with peer and teacher assistance to produce final drafts.

Closure (Day 3)

Students share their work in small groups. Students complete self-evaluations. Students reflect on the project in their Trail Logs.

Differentiation for special learners :

Students will be assessed on participation and effort, in addition to mechanics of writing and ideas. Students will reflect on their knowledge about mushing and their participation in activities during the unit. Students will be given a choice of genres in which to write.

How is this lesson sensitive to cultural and language issues?

Students will be encouraged to share cultural knowledge through class discussion and writing.

52 Rubrics and Evaluations Students use the following guidelines to evaluate their own work and the unit as a whole. A Self- Evaluation is completed at the end of the unit and provides students an opportunity to reflect on their own learning and provide feedback about the unit itself. An Illustration Evaluation rubric lists expectations for artifacts like the rules posters produced in Lesson 7 (Rules of the Trail). The Writing Evaluation provides students with an outline of the expectations for writing done during this unit, while the Participation Evaluation form describes expectations for activities with no final product and serves as a guideline for students that, together with the previously-mentioned rubrics, provide guidance for the teacher in determining project completion grades.

53 Self Evaluation

Name:______Date:______

Please evaluate your participation and effort during this unit using the following evaluation guide. Be honest and fair in your evaluation.

Needs Improvement Satisfactory Outstanding (1) (2) (3) Participation -Seldom participates -Sometimes participates -Always participates -Does not do any work -Does part of the work -Does all of the work -Rarely shares ideas -Sometimes shares ideas -Often shares ideas Working with Others -Rarely listens to, shares -Usually listens to, -Always listens to, shares with, or supports the shares with, and with, and supports the efforts of others. supports the efforts of efforts of others. -Interferes with others' others. -Tries to help others work -Works with others Effort -Refuses to try new tasks -Usually tries new tasks -Always tries new tasks -Always complains about -Sometimes complains -Rarely compares about assignments about assignments assignments

We all have things we are good at. What do you think you did well?

______

What could you have done better?

______

What did you like or dislike about this unit?

I really liked ______

I didn’t like ______

Adapted from Gina Ward’s Group Work Rubric (http://www.kandah.org/german/rubriks/rubgrp.htm)

54 Writing Evaluation

Use the criteria in this evaluation form to guide your writing during this unit. You are not expected to complete an evaluation for each writing task. However, your writing will be held to the following standards and evaluated accordingly.

Needs Improvement Satisfactory Outstanding (1) (2) (3) Participation Refuses to participate in Participates in portions of Participates independently task. Distracts others. task. Needs reminding to in task. Helps others stay on task. complete task. Brainstorming No evidence of Some evidence of Clear evidence of brainstorming or brainstorming or brainstorming. brainstorming is unrelated brainstorming is only Brainstorming is clearly to topic. sometimes related to related to topic. topic. Rough Draft Rough draft is absent, does Rough draft is present, bu t Finished rough draft not address topic, or is unfinished. Rough draft adheres to standard otherwise unacceptable. occasionally varies from format and addresses standard format. topic. Ideas Ideas are not clear or Ideas a usually clear, Ideas are clear and writing jumps from idea to although transitions may relevant to the topic. idea. Writing does not be rough. Writing is mostly Transitions make sense. address topic. on-topic. Mechanics -Frequent use of sentence -Sentence fragments -Complete sentences used fragments seldom appear throughout writing -Frequent capitalization -Occasional capitalization -Few capitalization or and punctuation errors and punctuation errors punctuation errors -Spelling errors interfere -Spelling errors do not -Few spelling errors significantly with meaning interfere with meaning

55 Participation Evaluation

Use the criteria in this evaluation form to guide your behavior during this unit. You are not expected to complete an evaluation after each lesson. However, your behavior will be held to the following standards and evaluated accordingly.

Illustration Evaluation

Use the criteria in this evaluation form to guide your responses to illustration prompts. You are not expected to complete an evaluation for each item. However, your illustrations will be held to the following standards and evaluated accordingly.

Needs Improvement Satisfactory Outsta nding (1) (2) (3) Content -illustration has nothing to -illustration is related to -illustration clearly reflects do with the prompt the prompt thinking about the prompt Visual Appeal -color is absent or used in -color is used to some -color has been used to very limited amounts effect create interest -illustration is careless or -illustration is neat -illustration shows detail messy -it is possible to tell what -it is easy to tell what the -it is difficult to tell what the subject of the subject of the illustration is the subject of the illustration is illustration is

56 Trail Log Entry Reflective Writing Evaluation

Use the criteria in this evaluation form to guide your Trail Log entries. You are not expected to complete an evaluation for each entry. However, your writing will be held to the following standards and evaluated accordingly.

Needs Improvement Satisfactory Outstanding (1) (2) (3) Mechanics -Frequent use of -Sentence fragments -Complete sentences sentence fragments seldom appear used throughout writing -Frequent capitalization -Occasional -Few capitalization or and punctuation errors capitalization and punctuation errors -Spelling errors interfere punctuation errors -Few spelling errors significantly with -Spelling errors do not meaning interfere with meaning Length -Response is one to two -Response is a full -Response is several sentences or fragments paragraph in length paragraphs in length in length Appropriateness -Writing bears little -Writing addresses part -Writing fully addresses relationship to the of the prompt the prompt prompt -Writing contains some irrelevant information

57 PROJECT EVALUATION

How Your Exploring Alaska Projects Will Be Evaluated

You will earn several grades over the course of this project based on in-class participation, response to writing prompts, group work, and self-evaluation. The table below shows the possible points for each requirement as well as possible points for the entire project.

Following this page are guidelines for your work.

Possible Points Requirement Points Earned Comments Class Participation 30 (10 lessons) Trail Log entries 30 (10 lessons) Illustration 10 (1 lesson) Reading Projects 20 (2 projects) Written Responses 50 (5 responses) Self-Evaluation 10 Total Points 150

Note to teacher: Participation grades are averaged; each session is worth a maximum of 3 points. The Self-Evaluation is worth 2 points for completions and 2 points for each complete, thoughtful answer given.

When distributing this information to students, delete this note section and place copies of all evaluation forms behind this page.

58 Teacher Resources

Bibliography:

Alaska Geographic. (2001). The Iditarod. Alaska Geographic: Anchorage, AK

Blake, R.J. (1997). Akiak: A tale from the Iditarod. Philomel Books: New York

Brown, T., (ed.). (2006). Iditarod fact book : The complete guide to the last great race , 2 nd ed. Epicenter Press: Kenmore, WA

Cooper, D.J., et al. (2005). Reading. Houghton Mifflin Harcourt: Boston

Crisman, R. (1993). Racing the Iditarod trail. Dillon Press: New York

Devine, M. (1997). The Iditarod: The greatest win ever. Perfection Learning: Logan, IA

Gardiner, J.R. (1980). Stone fox. Scholastic: New York

Iditarod Trail International Sled Dog Race. (2011). Iditarod history. In The official site of the Iditarod. Retrieved from http://www.iditarod.com/learn/history.html

Iditarod Trail International Sled Dog Race. (2011). Iditarod rules. In The official site of the Iditarod. Retrieved from http://www.iditarod.com/pdfs/2011/rules.pdf

Iditarod Trail International Sled Dog Race. (2011). Iditarod trail. In The official site of the Iditarod. Retrieved from http://www.iditarod.com/learn/iditarodtrail.html

Isaacs, S.S. (1995). Alaska in the world. In The story of Alaska: Its land and people . Graphic Learning: Waterbury, CT. Kimmel, E.C. (1999). Balto and the great race. Random House: New York

Megteach. (2010). Trifold template? In Proteacher community. Retrieved from http://www.proteacher.net/discussions/showthread.php?t=229932

Miller, D. (2002). The great serum race. Walker & company: New York.

Standiford, N. (1989). The bravest dog ever: The true story of Balto. Random House: New York

Whelan, G. (1988). Silver. Random House: New York

59 White, E. & D. Freedman. (1995). Foxy’s tale. Whitehouse Publishing: Anchorage, AK

WW IDEA. (2011). World-wide idea’s idita-read. Retrieved from http://www.idita-read.org/

Further Study - Websites:

Alaska Geographic Online: http://www.alaskageographic.org/ AlaskaKool: http://www.alaskool.org/ Alaska State Museums: http://www.museums.state.ak.us/ LitSite Alaska: http://www.litsite.org

Further Study - Books:

Paulsen, G. (1994). Winterdance. The fine madness of running the iditarod. New York: Harcourt Brace & Company. Alaska Geographic. (2001). The iditarod. Anchorage: Alaska Geographical Society. Haycox, S. (1996). An Alaska anthology: Interpreting the past. Seattle: University of Washington Press.

60 Materials:

rope sleds paper pencils pencils markers markers trail logs trail logs clipboards desk maps Traffic cones Traffic cones stopwatchesx picture books books picture checkpoint signs Iditarod Book Fact Science Notebooks TheGreat Race Serum whiteboard & markers Hougton Mifflin Anthologies Document projector camera& constructionordrawing paper topical Lesson 1 X X X X X Lesson 2 X X Lesson 3 X X X X X X X Lesson 4 X X X X Lesson 5 X X X Lesson 6 X X X Lesson 7 X X X X X X Lesson 8 X X X X X Lesson 9 X X X X X X X X X Lesson 10 X X X X X X Lesson 11 X X X

HANDOUTS EVALUATION FORMS Musher Reading Logs Idit-a-Read Packets comprehension trifolds Iditarod Rules Supply Information Checkpoint List Checkpoint Information self evaluation form writing evaluation participation evaluation illustration evaluation project evaluation form Lesson 1 X Lesson 2 X X X X X X X Lesson 3 X X X Lesson 4 X X Lesson 5 X X X Lesson 6 X X X Lesson 7 X X X X Lesson 8 X X Lesson 9 X X X Lesson 10 X Lesson 11 X X X X X

61 Student Resources

Websites

The Official Site of the Iditarod: http://www.iditarod.com/ Alaska Kids: http://www.litsite.org/akkids/ Alaska Native Heritage Center: http://www.alaskanative.net/

Books: Chapter Books

Balto and the Great Race by Elizabeth Cody Kimmel Black Star, Bright Dawn by Scott O’Dell Dogsong by Gary Paulsen Foxy’s Tail by Ed White and Donna Freedman The Bravest Dog Ever: The True Story of Balto by Natalie Standiford Racing the Iditarod Trail by Ruth Crisman Silver by Gloria Whelan Stone Fox by John Reynolds Gardiner The Iditarod by Monica Devine The Iditarod: Story of the Last Great Race by Ian Young

Books: Picture Books

Akiak : A Tale from the Iditarod by Robert Blake Togo by Robert Blake Kiana’s Iditarod by Shelley Gill The Great Serum Race by Debbie Miller Dogteam by Gary Paulsen Mush! by Patricia Seibert

62 Self-Assessment

This unit was challenging, both to design and to teach. The challenging aspects of design included prescriptive curricula and a block schedule with limited flexibility; this created fixed points in the day and week around which the unit must be planned. To address this challenge, I chose the Houghton Mifflin anthology selection, Trapped by the Ice! , the Alaska studies focus of third-grade social studies, and my knowledge of my host teacher’s enthusiasm for the Iditarod as starting points for the subject and design of this unit.

Because the Iditarod is in many respects a narrower topic that is Alaska Native culture, I found it more challenging to create lessons that were both interesting and educational than in the unit created for ED 618. As I was using the district-approved reading curriculum as my anchor, I also found I tended to focus on the skills called for in that curriculum when creating this unit; while I have tried to avoid an over-focus on creating summaries, it is likely due to my use of the reading curriculum.

As before, I found the process of backwards-design useful, but the documentation cumbersome. It was slightly easier this go-round as I was able to test the lessons relatively quickly after creating them and revise them based on students’ reactions and performance. The consistency of the Trail Log and tying of the science and physical education lessons together are two changes that occurred as a result of watching how my students reacted to the unit as it unfolded.

The challenge of teaching this unit was primarily one of scheduling; the unit was spread out over many more weeks than the originally-forecast three, stretching well into April (due, in part, to the timing of the Standards Based Assessments in early April) and drawing student complaints that the Iditarod was long-over, and so, necessarily, should our study of it. Because of the scheduling issues, I am not confident that the students left this lesson with as much deep understanding of the role of the Iditarod in Alaska’s culture as I had hoped.