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Ride Along the Iditarod Trail Grade Levels : 3Rd

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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 Designed by: Cindy Fitch Time Frame : 3 weeks 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.
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