Iditarod Activities For the Classroom Book II - Eye on the Trail

Iditarod Activities for the Classroom – Book II Page 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 870800 Wasilla, Alaska 99687-0800

© 2004 Iditarod Trail Committee, Inc.

©2008 Iditarod Trail Committee, Inc., 2nd 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 2004. This edition contains revisions and additional lessons.


S

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 www.iditarod.com 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. www.iditarod.com 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 www.iditarod.com 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 www.iditarod.com or by emailing [email protected]. Thanks for using Iditarod as a tool with your students. Diane Johnson Iditarod Education Department [email protected]

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


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 www.dogbooties.com 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


Table of Contents (Cont.)

GAMES AND PUZZLES 98

Iditarod Board Game Iditarod Board Game © Jim & Cindy Oliver (Ownership granted to ITC)

99

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 127 2400 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

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: http://www.iditarod.com/learn/history.html

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."


Character

Education

Life Skills…


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 www.iditarod.com)

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



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. 2. Students will apply their knowledge

Assessment: - Graphic Organizer showing similarities and differences

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.


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


Family

and

Consumer

Science


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.


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.


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.





Luscious Landscapes Lesson

Tasty Tundra & Perfect Permafrost Treats By

2003 TOTT Cassandra Wilson

Integrated with: Math, Cooking & Science

Grades K-6

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.


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.


Language

Arts


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 www.iditarod.com 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. [email protected]

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.


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 (www.iditarod.com )

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.


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.


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


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 www.jonvanzyle.com

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 4-9

1. 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.


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.


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 6-9

1. 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.


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 _____________________________________________________________


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. __________________

____________________________________________________________________

____________________________________________________________________


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? ________________________

_________________________________________________________________


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


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? ____________________________________

____________________________________________________________________

____________________________________________________________________


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?


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?


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!


Finny’s Daily Oral Language Sentences By

Andrea Auf der Heyde (who is really Finney!) First TOTT 1999

1. 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


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


Mathematics


`

Weather or Not? Developed by: Jeff Peterson, 2004 Iditarod Teacher on the Trail™

Discipline / Subject: Math/Science

Topic: 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


Maximum Temperatures in Fahrenheit on Iditarod Trail 1994-2003

Checkpoint 1994

1995

1996

1997

1998

1999

2000

2001

2002 2003

Anchorage 28 42 40 30 30 21 41 36 43 39

Skwentna 23 31 40 25 19 27 36 28 36 40

Rainy Pass 12 18 13 15 19 12 34 25 12 25

McGrath -4 36 2 19 22 14 38 36 21 20

Galena 0 23 26 15 17 16 35 25 12 12

Unalakleet 14 17 27 19 25 18 37 25 28 30

Koyuk 8 10 23 7 20 16 41 27 28 27

Nome 27 25 24 9 28 17 30 27 28 39

Minimum Temperatures in Fahrenheit on Iditarod Trail 1994-2003

Checkpoint 1994

1995

1996

1997

1998

1999

2000

2001

2002 2003

Anchorage 19 12 13 6 -2 14 18 14 19 27

Skwentna 4 2 -1 -15 -17 10 21 3 21 32

Rainy Pass -8 -12 -15 -2 -6 -6 21 14 -1 18

McGrath -28 5 35 -2 -14 -24 -5 19 -12 5

Galena -35 -13 -6 -14 1 -26 27 12 -23 -8

Unalakleet 3 2 16 3 18 -9 27 12 7 5

Koyuk -6 -8 12 -5 14 -8 28 19 12 16

Nome 5 2 15 -12 24 -10 25 5 18 9


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?


Minimum Graph Name: ______________________________

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?


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.

Assessment: - “Dare to Compare ’03 vs.’04” worksheet

Procedural Activities 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.


Dare to compare ’03 vs.’04

Name:_________________________ 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 2003. Why do you

think there is such a difference in time? How do these two years compare to the winning time in 2004?


Mileage Charts

2003 ; Only time Race ever started in Fairbanks 2004 Regular Northern Trail

Checkpoints Distance Between Checkpoints

Wasilla to Knik 14 miles Knik to Yentna 52 miles Yentna Station to Skwentna

34 miles

Skwentna to Finger Lake 45 miles Finger Lake to Rainy Pass 30 miles Rainy Pass to Rohn 48 miles Rohn to Nikolai 80 miles Nikolai to McGrath 48 miles McGrath to Takotna 18 miles Takotna to Ophir 25 miles Ophir to Cripple 60 miles Cripple to Ruby 112 miles Ruby to Galena 52 miles Galena to Nulato 52 miles Nulato to Kaltag 42 miles Kaltag to Unalakleet 90 miles Unalakleet to Shaktoolik 42 miles Shaktoolik to Koyuk 48 miles Koyuk to Elim 48 miles Elim to Golovin 28 miles Golovin to White Mountain 18 miles White Mountain to Safety 55 miles Safety to Nome 22 miles

Checkpoints Distance Between Checkpoints

Fairbanks to Nenana 53 miles Nenana to Manley 100 miles Manley to Tanana 60 miles Tanana to Ruby 115 miles Ruby to Galena 52 miles Galena to Nulato 52 miles Nulato to Kaltag - 1 42 miles Kaltag to Eagle Island - 1 70 miles Eagle Island to Grayling - 1 60 miles Grayling to Anvik 18 miles Anvik to Grayling - 2 18 miles Grayling to Eagle Island - 2 60 miles Eagle Island to Kaltag - 2 70 Miles Kaltag to Unalakleet 90 miles Unalakleet to Shaktoolik 42 miles Shaktoolik to Koyuk 48 miles Koyuk to Elim 48 miles Elim to Golovin (Not an official Checkpoint)

28 miles

Golovin to White Mountain 18 miles White Mountain to Safety 55 miles Safety to Nome 22 miles


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 4. 3. 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, 049. 5. If playing the subtraction version, teacher will tell the students that their game will start at 1,049 and go

to 0. 6. If playing the multiplication version, teacher will tell students that their game will start at 0 and go to 1,

049 7. In all versions, the game will be played with a deck of cards using all cards 2-9. 8. 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


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


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 = 203.6 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 %


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 = 1.360 kilograms x 2.2 = 2.992 pounds of fat!! 30,600 x .35 = 10,710 calories from protein (divided by 4 = 2677.5 grams of protein) 2677.5 g protein div by 1000 = 2.6775 kg x 2.2 = 5.89 pounds of protein!! 30,600 x .25 =7650 calories from carbohydrates (divided by 4 = 1912.5 grams of carbohydrates) 1912.5 g carb. div by 1000 = 1.9125 kg x 2.2 = 4.21 pounds of carbohydrates!!! 2.992 + 5.89 + 4.21 = 13. 09 pounds of food – Please pass the Alka Seltzer!!!!!


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.


Sledding Slope Susan Moehling – Ironton, MN: 2004

Objective: Practice slope calculations.

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: http://tao.atmos.washington.edu/greg/alaska/index.html

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 (ele. @ ruby) - 46 (ele. @ 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 (ele. @ unk) - 27 (ele. @ grayling) = -22 = -.319 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 (ele @ ER) – 24 (ele @ knik) = 205 = 25.62 Positive answer – uphill 8 (distance between) 8 Large Slope – Very steep!


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 + 20 + 12 = 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!


Unalakleet Conversion Units 2004


Objective: Practice basic conversions in standard units. 1 minute = 60 seconds 1 lb = 16 ounces 1 foot = 12 inches 100 pennies = 1.00 1 hour = 60 minutes 1 ton = 2000 lbs 1 yard = 3 feet 20 nickels = 1.00 1 day = 24 hours 1 gallon = 4 quarts 1 mile = 5280 feet 10 dimes = 1.00 1 week = 7 days 1 quart = 2 pints 4 quarters = 1.00 1 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 $30.00…. If 15 headlamp bulbs cost $35.00

3) 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!


Physical

Fitness


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 25-30

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


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


Science

&

Technology


Exxon Valdez Oil Spill and the Environment


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

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


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


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.

Assessment: Method of assessment for learning.

- Notes, Sentences, Cover, Written Report, map, works cited, illustration and riddle.

Procedural Activities 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.


ALASKAN WILDLIFE Animals Birds Fish Water Mammals Arctic Fox

Bison (Buffalo)

Black Bear

Brown Bear (Grizzly)

Caribou

Dall Sheep

Lemming

Lynx

Moose

Mountain Goat

Muskox

Polar Bear

Porcupine

Red Fox

River Otter

Sitka Black-tailed Deer

Snow Hare

Wolf

Wolverine

Albatross

American Dipper

Arctic Tern

Bald Eagle

Boreal Owl

Canada Goose

Chickadees

Common Raven

Eiders

Geese

Great Gray Owl

Grouse

Gulls

Pacific Loon

Peregrine Falcon

Ptarmigan (state

bird)

Puffins

Red-faced Cormorant

Snowy Owl

White Wagtail

Alaska Blackfish

Arctic Char

Arctic Grayling

Brook Trout

Burbot

Chinook Salmon

Chum Salmon

Coho Salmon

Cutthroat Trout

Dolly Varden

Lake Trout

Beluga Whale

Blue Whales

Giant Pacific Octopus

Humpback Whale

Killer Whale (Orca)

Seal

Sea Otter

Steller Sea Lion

Walrus

How many more can you find?


Alaskan Animal Report

Name___________________________ Choice of Animal _____________________ Information I would like to know about my animal:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


Fact Sheet

Name___________________________ Facts about the _________________________________

Source: ______________________________________________ Categories:

F = Food HL = Habitat/Location

RY = Raising their young IF = Interesting Fact

CH = Characteristics


Book

Author_____________________________________________________

Tit le___________________________________________________________

City of Publication __________________________________________________________

Publ ishers _____________________________ 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 <http://www.seaworld.com)


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


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.


Alaskan Animal Project

Name: ________________________________________________ Finished Project ________________________________________

• Notes

• Sentences

• Cover

• Map

• Works Cited

• Illustration

• Riddle

Media Center Work___________________________________________

_______________________________________________________________________ ____________________________________________________________


Iditarod Website Hunt


Discipline / Subject: Technology

Topic: 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 (www.iditarod.com)

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.

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


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?


Social Studies,

Geography,

and

Map Skills



Even Year Checkpoints and Distances

(Northern Route)

Checkpoints.. ................................................................... ckpt. to ckpt. ....... from Anch. ....... from Nome

Anchorage to Eagle River ......................................................... 20 miles .......... 20 miles ....... 1108 miles

Eagle River to Wasilla .............................................................. 29 miles .......... 49 miles ....... 1088 miles

Wasilla to Knik ........................................................................ 14 miles .......... 63 miles ....... 1059 miles

Knik to Yentna ........................................................................ 52 miles ......... 115 miles ....... 1045 miles

Yentna Station to Skwentna ..................................................... 34 miles ......... 149 miles ......... 993 miles

Skwentna to Finger Lake ......................................................... 45 miles ......... 194 miles ......... 959 miles

Finger Lake to Rainy Pass ........................................................ 30 miles ......... 224 miles ......... 914 miles

Rainy Pass to Rohn ................................................................. 48 miles ......... 272 miles ......... 866 miles

Rohn to Nikolai ....................................................................... 75 miles ......... 347 miles ......... 818 miles

Nikolai to McGrath ................................................................... 54 miles ......... 401 miles ......... 743 miles

McGrath to Takotna ................................................................ 18 miles ......... 419 miles ......... 689 miles

Takotna to Ophir ..................................................................... 25 miles ......... 444 miles ......... 671 miles

Ophir to Cripple ................................................................ 60 miles ....... 504 miles....... 646 miles

Cripple to Ruby ............................................................... 105 miles ....... 609 miles....... 586 miles

Ruby to Galena ................................................................. 50 miles ....... 659 miles....... 481 miles

Galena to Nulato .............................................................. 50 miles ....... 709 miles....... 431 miles

Nulato to Kaltag .............................................................. 40 miles ....... 749 miles....... 381 miles

Kaltag to Unalakleet ................................................................ 90 miles ......... 839 miles ........ 341 miles

Unalakleet to Shaktoolik .......................................................... 40 miles ......... 879 miles ......... 251 miles

Shaktoolik to Koyuk ................................................................. 58 miles ......... 937 miles ......... 211 miles

Koyuk to Elim ......................................................................... 48 miles ......... 985 miles ......... 153 miles

Elim to Golovin ....................................................................... 28 miles ....... 1013 miles ......... 105 miles

Golovin to White Mountain ....................................................... 18 miles ....... 1031 miles ........... 77 miles

White Mountain to Safety ........................................................ 55 miles ....... 1086 miles ........... 22 miles

Safety to Nome ...................................................................... 22 miles ....... 1108 miles ............. 0 miles

.................................................................................................. Total ..................... ....... 1108 miles Note: 1,049 miles is a symbolic figure. The distance is around 1,000 miles and 49 was added to signify Alaska, the 49th state.


Odd Year Checkpoints and Distances (Southern Route)

Checkpoints ................................................................ …..ckpt. to ckpt. ....... from Anch. ... ...from Nome

Anchorage to Eagle River ........................................................ 20 miles ........... 20 miles ....... 1131 miles

Eagle River to Wasilla .............................................................. 29 miles ........... 49 miles ....... 1093 miles

Wasilla to Knik ........................................................................ 14 miles ........... 63 miles ....... 1064 miles

Knik to Yentna ........................................................................ 52 miles ......... 115 miles ....... 1050 miles

Yentna Station to Skwentna ..................................................... 34 miles ......... 149 miles ........ 998 miles

Skwentna to Finger Lake ......................................................... 45 miles ......... 194 miles ........ 964 miles

Finger Lake to Rainy Pass ........................................................ 30 miles ......... 224 miles ........ 919 miles

Rainy Pass to Rohn ................................................................. 48 miles ......... 272 miles ........ 889 miles

Rohn to Nikolai ....................................................................... 75 miles ......... 347 miles ........ 841 miles

Nikolai to McGrath .................................................................. 54 miles ......... 401 miles ........ 766 miles

McGrath to Takotna ................................................................ 18 miles ......... 419 miles ........ 712 miles

Takotna to Ophir .................................................................... 25 miles ......... 444 miles ........ 694 miles

Ophir to Iditarod .............................................................. 90 miles ...... 534 miles ...... 669 miles

Iditarod to Shageluk ........................................................ 65 miles ...... 599 miles ...... 579 miles

Shageluk to Anvik ............................................................ 25 miles ...... 624 miles ...... 514 miles

Anvik to Grayling ............................................................ 18 miles ...... 642 miles ...... 489 miles

Grayling to Eagle Island .................................................. 60 miles ...... 702 miles ...... 471 miles

Eagle Island to Kaltag ..................................................... 70 miles ...... 772 miles ...... 411 miles

Kaltag to Unalakleet ................................................................ 90 miles ......... 862 miles ........ 341 miles

Unalakleet to Shaktoolik .......................................................... 40 miles ......... 902 miles ........ 251 miles

Shaktoolik to Koyuk ................................................................ 58 miles ......... 960 miles ........ 211 miles

Koyuk to Elim ......................................................................... 48 miles ....... 1008 miles ........ 153 miles

Elim to Golovin ....................................................................... 28 miles ....... 1036 miles ........ 105 miles

Golovin to White Mountain ...................................................... 18 miles ....... 1054 miles .......... 77 miles

White Mountain to Safety ........................................................ 55 miles ....... 1109 miles .......... 22 miles

Safety to Nome ..................................................................... 22 miles ....... 1131 miles ............ 0 miles

... ............................................................................................... Total ...................... ........ 1131miles Note: 1,049 miles is a symbolic figure. The distance is always over 1,000 miles and 49 is added to signify Alaska, the 49th 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.


Iditarod Latitude & Longitude


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 (www.iditarod.com) 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 (www.iditarod.com 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 (www.iditarod.com 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: www.iditarod.com

Other Information: Excellent opportunity for other map skills (key, scale, etc.)

Modification for Special Learners / Enrichment Opportunities Peer Partners, paraprofessional / teacher assistance

Worksheets Follow


Name __________________________________

20___ Iditarod Musher Worksheet

Last Name First Name Home Town Capital Latitude Longitude

KEY: N = North E = East S = South W= West


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: ________________


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 – www.iditarod.com

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


Mystery Checkpoint # 1

Monday This checkpoint is not connected by the road system in Alaska.

Tuesday 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 Mushers come to this checkpoint during the first one-third of the race regardless of the year.

Friday It is located near the confluence of the Yentna and Skwentna Rivers

Mystery Checkpoint # 2a

Even numbered years

Monday This checkpoint is built in “tiers” on the banks of the Yukon River.

Tuesday This village was originally established around 1911 due to gold mining. Within a few years, its population was over a thousand

Wednesday Mostly Athabascan Indians live here year-round

Thursday Today, the population of this checkpoint is less than 200 people.

Friday 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 Mushers come through this checkpoint every other year.

Tuesday This checkpoint village has a population of less than 150 people.

Wednesday The name of this checkpoint means “village of the dog people.”

Thursday This is the last checkpoint before the mushers drop down onto the Yukon River ice for their run to Unalakleet.

Friday It is 25 miles to the next checkpoint.



Monday In 1908, gold was discovered here.

Tuesday This cabin became an official checkpoint in 1974.

Wednesday The population of this checkpoint is 0.

Thursday The name of this checkpoint comes from the source of King Solomon’s gold in the Bible.

Friday It serves as an Iditarod checkpoint almost every year.


Monday A lot of race fans will travel to this checkpoint to check out the action.

Tuesday Many Iditarod volunteers help out at this checkpoint

Wednesday This checkpoint is a fast growing town in Alaska

Thursday It serves as an Iditarod checkpoint almost every year

Friday The Matanuska-Susitna Valley surrounds this checkpoint.


Monday The people in this checkpoint rely on fish and wild game for food.

Tuesday This checkpoint has frequent blowing snow and winter storms.

Wednesday The population in this checkpoint is less than 300 people.

Thursday The people that live in this checkpoint year round are mostly Eskimo

Friday This checkpoint is located at about 65 degrees north latitude.



Monday You can see the backside of Mt. McKinley from this checkpoint.

Tuesday This checkpoint is an Athabascan Indian village.

Wednesday Population of this checkpoint is under 200 people

Thursday There is a beautiful Russian Orthodox church with three onion-shaped domes on top in this village

Friday This checkpoint is the first of the Alaska Native villages.


Even numbered years

Monday This checkpoint is in a village that was founded in 1838 by the Russians.

Tuesday Many of the Athabascan Indians who live in this village are mushers.

Wednesday The population of this village is under 400 people.

Thursday This checkpoint is located on the banks of the Yukon River.

Friday The Iditarod only comes through this checkpoint in even numbered years.


Odd numbered years

Monday Mushers come through this checkpoint every other year.

Tuesday This checkpoint is only 18 miles from the last checkpoint and 60 miles to the next checkpoint.

Wednesday This checkpoint is on the Yukon River, which is the longest river in Alaska.

Thursday Population of this checkpoint is over 200 people.

Friday This will be the last village that the mushers see until they reach Kaltag, 130 miles up the Yukon River.


Mystery Checkpoint # 7c Odd numbered years

Monday The mushers come through this checkpoint in odd numbered years.

Tuesday The mushers are about halfway through the cold winds on the Yukon River at this checkpoint.

Wednesday This checkpoint is located at North Lat. 63.39, West Long. 159.24.

Thursday Population at this checkpoint is 1.

Friday The checkpoint is in Ralph Conaster’s cabin, the only dwelling in Eagle Island.


Monday Mushers come through this checkpoint every Iditarod.

Tuesday The population of this village is less than 300 people.

Wednesday This village is the home of Iditarod musher Palmer Sagoonick.

Thursday This checkpoint is an Eskimo village.

Friday This checkpoint is located on Norton Sound.



Tuesday This checkpoint is known for its beauty and scenery.

Wednesday This checkpoint is a cabin that is on the National Register of Historic Places.

Thursday This area of the trail is known for having Buffalo around the trail.

Friday The population of this checkpoint is 0.



Monday This checkpoint always attracts a large crowd.

Tuesday This checkpoint is known for always having just enough snow.

Wednesday This checkpoint is always used by the Iditarod.

Thursday This checkpoint is located near a body of water.

Friday There always seems to be a lot of excitement and dogs in this checkpoint.


Monday The population of this checkpoint is less than 50 people.

Tuesday This checkpoint is located at Puntilla Lake.

Wednesday Mushers come through this checkpoint every Iditarod.

Thursday This checkpoint is known for its winter storms.

Friday This area represents the highest point on the Iditarod Trail.


Even numbered years

Monday The Iditarod only comes through this checkpoint in even numbered years

Tuesday The population of this checkpoint is 0 people.

Wednesday This checkpoint was once a bustling gold mining town.

Thursday This checkpoint is located on the Innoko River.

Friday 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.


Mystery Checkpoint # 12b Odd numbered years

Monday Mushers come through this checkpoint in odd numbered years.

Tuesday This checkpoint has a population of 0.

Wednesday The population of this town was once over 20,000 people.

Thursday The town was named after the nearby river and means, “a far distant place.”

Friday This town is now a ghost town.


Monday Mushers come through this checkpoint almost every year.

Tuesday The population of this checkpoint is less than 500 people.

Wednesday Many mushers call this checkpoint home.

Thursday This checkpoint contains many artifacts and information on the sport of mushing.

Friday This checkpoint is connected to the road system.



Tuesday The population of the village is less than 300 people.

Wednesday This checkpoint is located in an Eskimo village.

Thursday This checkpoint is located on North Sound.

Friday Mushers are required to take an eight-hour layover at this checkpoint.



Monday Mushers come through this checkpoint every year.

Tuesday A lot of spectators always gather to watch the mushers at this checkpoint.

Wednesday This checkpoint is connected to the road system.

Thursday This checkpoint always has a lot of media coverage.

Friday This checkpoint is very near the Chugach mountain range.


Even numbered years

Monday The Iditarod only comes through this checkpoint in even numbered years.

Tuesday The checkpoint is located in an Athabascan Indian Village.

Wednesday This village was home to one of the men who helped in the 1925 diphtheria serum run.

Thursday The population in this village is under 600 people.

Friday The champion of the 1974 Iditarod is from this village.


Odd numbered years

Monday Mushers come through this checkpoint in odd numbered years.

Tuesday From here the mushers will travel on the Yukon river ice through the next few checkpoints.

Wednesday 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.

Thursday The checkpoint is in the lodge.

Friday The population in this checkpoint is less than 100.




Tuesday This checkpoint is located at the base of one of Alaska’s mountain ranges

Wednesday This checkpoint is known for having a lot of snow.

Thursday The population in this checkpoint is less than 50 people

Friday The checkpoint is located at Winter Lake Lodge



Tuesday This checkpoint is famous for the warm welcome and plentiful food.

Wednesday The population in this village is right around 50 people.

Thursday This checkpoint is surrounded by birch and spruce trees

Friday This checkpoint is located on the banks of the Takotna River.



Tuesday The checkpoint in this town is located in the fire hall.

Wednesday This checkpoint is located in an Eskimo village.

Thursday The population of this village is under 300 people.

Friday This checkpoint is located on Norton Sound.




Tuesday This checkpoint is a very busy lodge run by a family.

Wednesday This checkpoint has a lot of plane traffic during the Iditarod.

Thursday This checkpoint serves as a checkpoint for a variety of other races during the year.

Friday This checkpoint is located on the Yentna River.



Tuesday The population in this checkpoint is 0 people.

Wednesday The checkpoint building provides the only light for miles.

Thursday The checkpoint building used to be a movie theater called the “Nomerama.”

Friday From this checkpoint, mushers must wear their “bibs” all the way to the finish line.



Tuesday This checkpoint serves as an “air hub” for tired or sick dogs.

Wednesday This checkpoint serves as a central communications point for the Iditarod.

Thursday The populations of this checkpoint are around 500 people.

Friday PenAir Awards the first musher to reach this checkpoint with the “spirit of the Iditarod” award.




Tuesday This checkpoint is located around 64 degrees North latitude.

Wednesday The town where this checkpoint is located has three stores

Thursday The town where this checkpoint is located is an Athabascan Indian village

Friday This village was the home to one of the men who helped in the 1925 diphtheria serum run.



Tuesday The town where the checkpoint is located was once Alaska’s most populated city.

Wednesday The excitement in this checkpoint is always very high.

Thursday This checkpoint is located on Norton Sound.

Friday Many people in the town where this checkpoint is located were stricken with diphtheria in 1925.



Tuesday This checkpoint is located in an Eskimo village.

Wednesday The name of the town where this checkpoint is located means, “where the east wind blows” in the Inupiat language.

Thursday The checkpoint is located on Norton Sound.

Friday The first musher to get to this checkpoint receives a trophy and $2,500 in gold nuggets from Iditarod Race sponsor, Wells Fargo.




Tuesday The population of the town where this checkpoint is located is under 200 people.

Wednesday This checkpoint is located on Norton Sound.

Thursday This checkpoint is located around 64 degrees north latitude

Friday The town where this checkpoint is located has one store.

For a complete map and list of the National Millennium Trails

http://www.millenniumtrails.org/MT_active_pages/Nmt/main.asp


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

http://aa.usno.navy.mil/data/docs/RS_OneDay.html 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.


Name __________________________

Sunrise and Sunset Chart 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.


Chasing Daylight

INFORMATION AVAILABLE ON U.S. NAVAL OBSERVATORY WEBSITE http://aa.usno.navy.mil/data/docs/RS_OneDay.html

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 6:39 a.m. Sunrise 7:03 a.m. Sun transit 1:31 p.m. Sunset 7:58 p.m. End civil twilight 8:22 p.m. MOON Moonset 9:18 p.m. on preceding day Moonrise 9:17 a.m. Moon transit 3:37 p.m. Moonset 9:50 p.m. Moonrise 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.


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.


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.



Dude does his famous “Snow Dance”


Dude Dog By Theresa Daily

Dude has to study maps to lead the team. It is important to know how to read.


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.


Dude Dog By Theresa Daily

It’s important to get enough rest!



Games

and

Puzzles


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 4th 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!















Musher’s Dictionary Puzzle Clues

Across 1. Tired or injured dog in the sled 4. Kind of line (rope) used for rigging 5. Command for left turn 7. Main towline to which dogs are attached 9. Dog that runs at the front 11. Used to tie sled to a tree or other object 13. Command to lead dog to pull gangline out

tight. 14. Heavy hook attached to sled used to hold

sled for short time 17. Dogs directly in front of sled-pull sled

around cones or trees 20. Other dogs in the middle part of the

gangline 24. All the lines used to pull the sled 25. Two bottom pieces of the sled which ride

on the snow 26. Small metal/wooden post in ground to

which dog is tied 27. Pushing the sled with one foot

Down 2. Voice command requesting permission to

pass (get right-of-way) 3. Command: turn right 180 degrees (the

way you’ve just come) 5. One of several commands to start the

team 6. Connects dog’s collar to the gangline 7. Command for right turn 8. Connects dog’s pulling harness to gangline 10. Two dogs in the lead position (side by

side) 12. Injured, temporarily, either musher or dog 15. Any northern type dog (refers to many

different kinds 16. Dogs directly behind the leaders (help to

“swing” team in curves) 18. Command to halt, followed by pressure on

the brake 19. Sock made to protect dog’s feet over

rough ice/snow 21. Any sled dog, large husky, (used by old-

timers) 22. Small pieces wood/ivory-used to hook tug

lines to harnesses (by Eskimos) 23. _____________dog – Alaskan husky from

Indian village


Musher ’ s D ic t io nary

Crossword Puzz le

1 2 3

4

5 6

7

8

9 10

11 12

13

14 15

16

17 18

19

20 21 22

23

24

25

26

27

Iditarod Activities for the Classroom Book II Page 115

Iditarod & Alaskan History Puzzle Puzzle Clues

ACROSS

DOWN

7 In what city does the Iditarod race start?

1 The purchase of Alaska in 1867 for $7,200.000 was called what by members of the congress, public & press. (Name of the American who negotiated the sale is part of this answer. Investigate or discuss in class why the event was given this name.)

10 Who was the first foreign musher to win the Iditarod race?

2 What is the name of the man known as the “Father of the Iditarod” Race?

11 Name the old mining ghost town that is the halfway checkpoint on the southern route.

3 Who has won the Iditarod more times than any other musher? (5 times)

13 What city in Alaska is known as the “home” of the Iditarod Race?

4 What is the name of the musher who won the first Iditarod Race in 1973?

14 The 1925 Serum Run carried medicine to Nome. What disease was this medicine for?

5 Name the now famous dog who lead the serum run team into Nome

15 How was the serum transported from Anchorage to the dog teams?

6 What city does the Iditarod finish in?

16 Who was the first woman to win the Iditarod race?

8 Who was the first musher from outside of Alaska to win the Iditarod race?

18 What happened in Alaska in March of 1973?

9 In 1925, the serum was picked up by the first dog team to start its sled ride to Nome in what town?

20 In 1925, what event focused the attention of the nation on Alaska?

12 Name the woman who was known as the “Mother” of the Iditarod Race.

21 What famous musher owned both Balto & Togo?

15 The Alaska territory was purchased from what country?

17 In 1959, Alaska became a WHAT? 19 Name the K-9 reporter on the

Iditarod website.


Iditarod & Alaskan History Puzzle

Name

1

2 3 4

5

6 7

8

9

10

11 12

13

14

15

16

17

18

19

20

21


Logic Puzzle ‘04 2004


5 friends were discussing the Iditarod over a cup of hot chocolate while Ice fishing on Blackhoof Lake. Each friend was wearing a different color parka, and they were talking about their favorite sled dogs, and the checkpoint they’d most like to visit. Your challenge is to figure out the parka color, favorite dog, and checkpoint choice of each person.

• The girl who wanted to visit the first native village on the trail also liked the lead

dog who belongs to the Iditarod champion who named his son after that village. • The guy who was wearing green liked Emmitt Peters famous dog. • Kyle doesn’t like green, Tammy doesn’t like blue. • One of the people with the shortest names had the shortest coat color, and

really wanted to see the highest point on the trail. • Kyle would enjoy the musher’s hall of fame at his chosen checkpoint • The Iditarod canine reporter, who looks great in purple, was the favorite dog of

the guy in the purple parka. • Martin Buser’s dog’s name starts with the same letter as the color of the coat of

the person who likes that dog. • The girl who liked Rick Swenson’s dog, and pink, wanted to be at the checkpoint

where all mushers had to take a mandatory rest.

Friends: Darin, Anna, Tammy, Kyle, Karen

Dogs: Zuma, Andy, Granite, Nugget, Blondie

Colors: Blue, Red, Purple, Green, Pink

Fav. Ckpts: Rainy Pass, Unalakleet, Knik, Nikolai, White Mountain


Logic Problem ’04 Chart

B L U E

G R E E N

P I N K

P U R P L E

R E D

A N D Y

B L O N D I E

G R A N I T E

N U G G E T

Z U M A

K N I K

N I K O L A I

R A I N Y P A S S

U N A L A K L E E T

W T M O U N T A I N

Anna

Daren

Karen

Kyle

Tammy

Andy

Blondie

Granite

Nugget

Zuma

Knik

Nikolai

Rainy Pass

Unalak leet

White Mtn


Re-Arranging Race 2004


Objective: Choose two words related to the Iditarod and turn one word into the other in as few steps as possible. Both words need to have the same number of letters. Option 1: Change only one letter on each step. Each step must be a real word. Option 2: Change either one letter or re-arrange existing letters on each step.

Each step must be a real word. Option 3: (easier): allow nonsense words on the in-between steps. Example: H O M E would change to N O M E in one step – simply changing the beginning H to an N. Example: Dog TEAM to dog SLED Example: Jeff KING to checkpoint RUBY

T E A M K I N G S E A M R I N G S E E M R U N G S E E D R U N S S L E D R U B S R U B Y


Word Search

Sled Dog Races

Z V E T E R A N N E B N B P R I Z E S A H C N O L A H S R A M E C A R S N N M Z M U S H E R E N O I L O H T P I L O T E H L M W O L V E S T N W C Z A G A S I R A R A S R S O F E K E A U R L K A D N M F B S L R C D C M Q O O Q U E A E T E I R N K G W S B U L U R R H A L F W A Y A W A R D

WORD LIST

Alaska Buffalo Dog Halfway Award Human March Moose Mush Musher Nome Pilot

Prizes Race Race Marshal Red Lantern Rick Swenson Rules Snow Trail Veteran Wolves

Note: There will not be a space in the two word clues. They have been separated so that they are more easily understood.


Word Search

Iditarod Race Rules

V E T E R I N A R I A N D O G S C R A T C H E D M I C R O C H I P D R M K S N E E T H G I E T J K E H S I N I F V L D J D I S Q U A L I F I E D E R N R P N R V T S M E G T A X U N S T R D U P G N M W O P L R A R S P A E D K I F E A T A H O T S U S I N D I S W E R Y Y E B I B G L J A R D

WORD LIST

AWARDS BIB DISQUALIFIED DOGS DRAWING DROPPED EIGHTEEN ENTRIES FINISH MICROCHIP

MUSHER PURSE SCRATCHED SLED START TAGGED TRAIL VETERINARIAN YUKON RIVER

Note: There will not be a space in the two word clues. They have been separated so that they are more easily understood.


Word Search

Arctic Wildlife

E T F S N I F F U P E F H R G R I Z Z L Y P S C A R C T I C F O X R U P G R K E N I R E V L O W N R E T C I T C R A R W I N U G U L L S F R G U M R E L W O L A E R O B M E A V T U O R T B F P E D A P A E A G I N F N L F H M O R Y R W O L F D O L L Y V A R D E N N B X I M J C U E L Y N X

WORD LIST

ArcticFox ArcticTern BorealOwl Caribou DollyVarden Grizzly Grouse Gulls

Lemming Lynx Puffins Raven RedFox Trout Wolf Wolverine


Useful

Forms, Charts

&

Worksheets


DICTIONARY OF MUSHING TERMS Lead Dog or Leader -- Dog who runs in front of others. Generally must be both intelligent and fast. Double Lead -- Two dogs that lead the team side by side. Swing Dog or Dogs -- Dog that runs directly behind the leader. Further identified as right or left swing depending on which side of the towline he is positioned on. His job is to help "swing" the team in the turns or curves. Wheel Dogs or Wheelers -- Dogs placed directly in front of the sled. Their job is to pull the sled out and around corners or trees. Team Dog -- Any dog other than those described above. Mush! Hike! All Right! Let's Go! -- Commands to start the team. "Gee" -- Command for right turn. "Haw" -- Command for left turn. Come Gee! Come Haw! -- Commands for 180 degree turns in either direction. Whoa! -- Command used to halt the team, accompanied by heavy pressure on the brake. Line Out! -- Command to lead dog to pull the team out straight from the sled. Used mostly while hooking dogs into team or unhooking them. Tow Line, Gang Line -- Main rope that runs forward from sled. Generally made of polyethylene or nylon. All dogs are connected to the towline by other lines. Neck Line -- Line that connects dog's collar to tow line and between the two collars of a double lead. Snub Line -- Rope attached to the sled that is used to tie the sled to a tree or other object. Tether Line -- A long chain with shorter pieces of chain extending from it. Used to stake out a team when stakes aren't available. Tug Line -- Line that connects dog's harness to the towline. Toggles -- Small pieces of ivory or wood used by Eskimos to fasten tug lines to harnesses. Trail! -- Request for right-of-way on the trail. Stake -- Metal or wooden post driven into the ground to which dog is tied. Snow Hook or Ice Hook -- Heavy piece of metal attached to sled by line. The snow hook is embedded in the snow in order to hold the team and sled for a short period of time. Stove Up -- Injured, generally temporarily. Applies to both musher and dogs. Dog in Basket -- Tired or injured dog carried in the sled. Rigging -- Collection of lines to which dogs are attached. Includes towline, tug lines and necklines.


Runners -- The two bottom pieces of the sled that come in contact with the snow. They extend back of the basket for the driver to stand on. Runner bottoms are usually wood, covered with plastic or Teflon. This plastic or Teflon is usually replaced at least once during the race. Booties -- A type of sock that is made to protect the dog's feet from small cuts and sores. These are made out of various materials, i.e., denim, polar fleece, trigger cloth, etc. Slats -- Thin strips of wood that make up the bottom of a wooden sled basket. Note: Toboggan sleds have a sheet of plastic as the bottom for their basket. Husky -- Any northern type dog. Malamute -- Term often used by old timers for any sled dog. Larger husky. Pedaling -- Pushing the sled with one foot while the other remains on the runner. Indian Dog -- An Alaskan Husky from an Indian village. Siberian Husky -- Medium sized (average 50 pounds) northern breed of dog, recognized by the American Kennel Club. Siberians usually have blue eyes. NOTE: It should be thoroughly understood that dogs are not driven with reins, but by spoken orders. The leader of the team must understand all that is said and guide the others accordingly. An intelligent leader is an absolute necessity. At times it appears that there is E.S.P. between musher and lead dog. Don't be surprised if you hear a musher have an in-depth conversation with his lead dog.


Northern Trail Musher Checksheet

Student Name:_________________ Musher Name: ____________________

Ckpt Name Date Time In

# of Dogs Date Time

Out # of Dogs

# Dropped

Dogs Layover

Anchorage

Eagle River

Wasilla

Knik

Yetna

Skwentna

Finger Lake

Rainy Pass

Rohn

Nikolai

McGrath

Takotna

Ophir

Cripple

Ruby

Galena

Nulato

Kaltag

Unalakleet

Shaktoolik

Koyuk

Elim

Golovin

White Mtn.

Safety

Nome


Southern Route Musher Checksheet

Student Name:__________________ Musher Name: ___________________


# of Dogs Date Time

Out # of Dogs

# Dropped

Dogs Layover

Anchorage

Eagle River

Wasilla

Knik

Yetna

Skwentna

Finger Lake

Rainy Pass

Rohn

Nikolai

McGrath

Takotna

Ophir

Iditarod

Shageluk

Anvik

Grayling

Eagle Island

Kaltag

Unalakleet

Shaktoolik

Koyuk

Elim

Golovin

White Mtn.

Safety

Nome


EXAMPLE Northern Route Checksheet

Student:________________________ Musher: _______________________


# of Dogs Date Time

Out # of Dogs

# Dropped

Dogs Layover

Anchorage 3/2 1046 16 0

Eagle River 3/2 1303 16

Wasilla 3/3 1046 16 0

Knik 3/3 1252 16 3/3 1305 16 0

Yetna

Skwentna

Finger Lake

Rainy Pass

Rohn

Nikolai

McGrath

Takotna

Ophir

Cripple

This is an example only. The included checksheets are complete with all the checkpoints for both the northern and southern race routes. On this example time is listed in 2400 military time. Military time is used by race officials to time the progress, eliminating any confusion between a.m. & p.m. However, the students may keep the chart in either format. PLEASE NOTE: These forms are outdated due to changes in the Iditarod Trail since the original publication of Activity Book 2. Please consult the website for updated form or use the forms on the following pages. You may need to revise these forms to meet educational needs of your students.


2400 Clock Conversion Chart

Noon Midnight

0015 12:15 a.m. 1215 12:15 p.m. 0030 12:30 a.m. 1230 12:30 p.m. 0045 12:45 a.m. 1245 12:45 p.m. 0100 1:00 a.m. 1300 1:00 p.m. 0130 1:30 a.m. 1330 1:30 p.m 0200 2:00 a.m. 1400 2:00 p.m. 0230 2:30 a.m. 1430 2:30 p.m. 0300 3:00 a.m. 1500 3:00 p.m. 0330 3:30 a.m. 1530 3:30 p.m. 0400 4:00 a.m. 1600 4:00 p.m. 0430 4:30 a.m. 1630 4:30 p.m. 0500 5:00 a.m 1700 5:00 p.m. 0530 5:30 a.m. 1730 5:30 p.m. 0600 6:00 a.m. 1800 6:00 p.m. 0630 6:30 a.m. 1830 6:30 p.m. 0700 7:00 a.m. 1900 7:00 p.m. 0730 7:30 a.m. 1930 7:30 p.m. 0800 8:00 a.m. 2000 8:00 p.m. 0830 8:30 a.m. 2030 8:30 p.m. 0900 9:00 a.m. 2100 9:00 p.m. 0930 9:30 a.m. 2130 9:30 p.m. 1000 10:00 a.m. 2200 10:00 p.m. 1030 10:30 a.m. 2230 10:30 p.m. 1100 11:00 a.m. 2300 11:00 p.m. 1130 11:30 a.m. 2330 11:30 p.m. 1200 12:00 p.m. 2400 12:00 a.m.


Dog Pos i t ions in a Tea m Dogs are usually run in twos, side by side. So the team should look like....

^

Leader Leader (directs the team) \ /

Swing Swing (helps leaders turn team) \ /

2nd Swing 2nd Swing (additional turning power) \ /

Team Dog Team Dog (keeps the pace smooth) \ /

Team Dog Team Dog \ /

Team Dog Team Dog \ /

2nd wheel 2nd wheel (assists wheel dogs) \ /

Wheel Dog Wheel Dog (keeps the sled off trees and rock formations)

/ \ / \ Carries everything the musher and dogs will

| sled | need between checkpoints

Musher Team member - directs, protects, cares for team


Answer

Keys


FINNEY’S DAILY ORAL LANGUAGE KEY By "Finney", 1999 Iditarod Teacher on the Trail

1. yesterday we went too musher susans cabin to play with the dog’s (Yesterday we went to musher Susan’s cabin to play with the dogs.) 2. on the iditarod trail I founded wolfs moose buffaloes and eagles (I found wolves, moose, buffalo, and eagles on the Iditarod Trail.) 3. the iditarod sled dog race will begun in anchorage the first saturday in march (The Iditarod Sled Dog Race will begin in Anchorage the first Saturday in March. 4. is the iditarod headquarters located in wasilla Alaska (Is the Iditarod Headquarters located in Wasilla, Alaska?) 5. deedee jonrowe are a musher from willow alaska not far from big lake (DeeDee Jonrowe is a musher from Willow, Alaska, not far from Big Lake.) 6. the iditarod race commemorates the serum run from nenana to nome (The Iditarod race commemorates the Serum Run from Nenana to Nome.) 7. what do the mushers use at knight to sea in the dark (What do the mushers use to see at night in the dark?) 8. when will i take my 24 our layover asked the musher (“When will I take my 24 hour layover?” asked the musher.) 9. wow the northern lights is glorious in the sky last night (Wow! The Northern Lights were glorious in the sky last night.)

10. the musher could not sea because of the swirling snow ice and wind (The musher could not see because of the swirling snow, ice, and wind.) 11. the tallest mountain in north america is called denali (The tallest mountain in North America is called Denali.) 12. a incredible book to reed and look at is called born to pull (An incredible book to read and look at is called, Born to Pull.) 13. walt disney made a movie from the book about balto but we shouldnt overlook the importance of a dog named togo (Walt Disney made a movie from the book about Balto, but we shouldn’t overlook the importance of a dog named Togo.)

14. the ending in the book stonefox illustrates the lifeskills of effort caring perseverance and friendship (The ending of the book, Stonefox, illustrates the lifeskills of effort, caring, perseverance, and friendship.) 15 what would of happened if kiana had finished the race in day light (What would have happened if Kiana had finished the race in daylight?)


16. im gonna get sum water for my dog’s said don (“I’m going to get some water for my dogs,” said Don.) 17. my for dogs lizzie m&m annui and emmy was dropped at the white mountain checkpoint (My four dogs Lizzie, M&M, Annui and Emmy were dropped at the White Mountain checkpoint.) 18. my sled is broke and i need a knew runner handle and stanchions (My sled is broken and I need a new runner, handle and stanchions.) 19. the old dog’s teach the young dog’s how to ran together as a teem (The old dogs teach the young dogs how to run together as a team.) 20. has dr nelson checked all the puppys foot (Has Dr. Nelson checked all the puppies feet?) 21. were gonna go for a ran with a team of ate dog’s (We’re going to go for a run with a team of eight dogs.) 22. is their a difference between the fir of a siberian huskey and a alaskan huskey (Is there a difference between the fur of a Siberian husky and an Alaskan husky?) 23. in march 2003 the iditarod sled dog race begun in fairbanks Alaska (In March 2003, the Iditarod Sled Dog Race began in Fairbanks, Alaska.) 24. the famous dog zuma likes to eat pizza with lois and peg at the iditarod headquarters (The famous dog, Zuma, likes to eat pizza with Lois and Peg at the Iditarod Headquarters.)

25. the jr iditarod always begun the last saterday in february (The Jr. Iditarod always begins the last Saturday in February.) 26. the iditarod air force is an important part of the iditarod sled dog race (The Iditarod Air Force is an important part of the Iditarod Sled Dog Race.) 27. he didnt know that dr fix a veterinarian checked his dog’s at skwentna (He didn’t know that Dr. Fix, a veterinarian, checked his dogs’ feet at Skwentna.) 28. she don’t know weather to stay or head up the yukon river into the wind (She doesn’t know whether to stay or head up the Yukon River.) 29. he seen the northern lights as he traveled threw the farewell burn (He saw the Northern Lights as he traveled through the Farewell Burn.) 30. the ceremonial start of the iditarod begins the first saterday in march and the official start begins the first Sunday in march (The ceremonial start of the Iditarod begins the first Saturday in March and the official start begins the first Sunday in March.)

31. it was the veterinarians decision to dropped the dog in mcgrath (It was the veterinarian’s decision to drop the dog in McGrath.)


Unalakleet Conversion Units Answer Key 1) 11 gallons X 4 quarts to a gallon = 44 + 1 quart = 45 quarts 2) 45 quarts X 4 cups to a quart = 180 cups 3) 30 dollars X 4 quarters to a dollar = 120 quarters 4) 30 dollars X 20 nickels to a dollar = 600 nickels 5) 35 dollars X 100 pennies to a dollar = 3,500 pennies 6) 35 dollars X 10 dimes to a dollar = 350 dimes

7) $35.00 ÷ 15 bulbs = $2.33 ea.

8) 5280 ft ÷ 3 ft. in a yard = 1,760 yds. per mile 1,760 yds. X 22 miles = 38,720 yards from Safety to Nome 9) 10 days X 24 hours = 240 hours + 13 hours = 253 hours 10) 253 hours X 60 mins. To an hour = 15,180 + 2 + 15,182 minutes

11) 63 mushers X 143 lbs = 9,009 ÷ 2,000 = 4 ½ tons


Musher Dictionary Crossword Puzzle Key

1

d o g i n b a s k e 2

t 3

c

r 4

p o l y

5

h a w a6

n m

i 7

g a n g l i n e e 8

t k e l c g

u 9

l e a 10

d e r k e

g o 11

g a n g l i n e 12

s 13

l i n e o u t i t

i b 14

s n o w 15

h o o k

n 16

s l e u v

e 17

w h e e l 18

w s e

i l h19

b k u

n 20

t e a 21

m d o g o22

t y p

g a a a o o d l t g 23

i

a24

r i g g i n g

m e l d

25

r u n n e r s e i

t 26

s t a k e

27

p e d d l i n g n


Iditarod & Alaskan History Puzzle Key

S J R E D B O I W I A N A N C H O R A G E C A C L O R D K R K T M N E O S D W R O B E R T S O R L I E D U W S I N I G E F L I D I T A R O D A N S N O M O N G W A S I L L A D I P H T H E R I A T I O L R O O N N Y T R A I L R O A D T R A I N G H U H L

S L I B B Y R I D D L E S

S S P Y

F I R S T I D I T A R O D

A A G Z

T S E R U M R U N

E M

S E P P A L A


Mystery Checkpoint Answer Key

Mystery Checkpoint # 1 Skwentna Mystery Checkpoint # 2a Ruby Mystery Checkpoint # 2b Shageluk Mystery Checkpoint # 3 Ophir Mystery Checkpoint # 4 Wasilla Mystery Checkpoint # 5 Koyuk Mystery Checkpoint # 6 Nikolai Mystery Checkpoint # 7a Nulato Mystery Checkpoint # 7b Grayling Mystery Checkpoint # 7c Eagle Island Mystery Checkpoint # 8 Shaktoolik Mystery Checkpoint # 9 Rohn Mystery Checkpoint # 10 Anchorage Mystery Checkpoint # 11 Rainy Pass Mystery Checkpoint # 12a Cripple Mystery Checkpoint # 12b Iditarod Mystery Checkpoint # 13 Knik Mystery Checkpoint # 14 White Mountain Mystery Checkpoint # 15 Eagle River Mystery Checkpoint # 16a Galena Mystery Checkpoint # 16b Anvik Mystery Checkpoint # 17 Finger Lake Mystery Checkpoint # 18 Takotna Mystery Checkpoint # 19 Elim Mystery Checkpoint # 20 Yentna Mystery Checkpoint # 21 Safety Mystery Checkpoint # 22 McGrath Mystery Checkpoint # 23 Kaltag Mystery Checkpoint # 24 Nome Mystery Checkpoint # 25 Unalakleet Mystery Checkpoint # 26 Golovan


Logic Puzzle ‘04

B L U E

G R E E N

P I N K

P U R P L E

R E D

K N I K

N I K O L A I

R A I N Y P A S S

U N A L A K L E E T

W T M O U N T A I N

A N D Y

B L O N D I E

G R A N I T E

N U G G E T

Z U M A

Anna X X X X R X X R X X X X R X X

Daren X R X X X X X X R X X X X R X

Karen R X X X X X R X X X R X X X X

Kyle X X X R X R X X X X X X X X R

Tammy X X R X X X X X X R X R X X X

Andy R X X X X X R X X X

Blondie X X R X X X X X X R

Granite X X X X R X X R X X

Nugget X R X X X X X X R X

Zuma X X X R X R X X X X

Knik X X X R X

Nikolai R X X X XRainy Pass X X X X RUnalak leet X R X X XWhite Mtn X X R X X


Word Search Answer Keys

Sled Dog Races

Z V E T E R A N N E B NB P R I Z E S A H C N OL A H S R A M E C A R SN N M Z M U S H E R E NO I L O H T P I L O T EH L M W O L V E S T N WC Z A G A S I R A R A SR S O F E K E A U R L KA D N M F B S L R C D CM Q O O Q U E A E T E IR N K G W S B U L U R RH A L F W A Y A W A R D

Arctic Wildlife

E T F S N I F F U P E F H R G R I Z Z L Y P S CA R C T I C F O X R U PG R K E N I R E V L O WN R E T C I T C R A R WI N U G U L L S F R G UM R E L W O L A E R O BM E A V T U O R T B F PE D A P A E A G I N F NL F H M O R Y R W O L FD O L L Y V A R D E N NB X I M J C U E L Y N X


BONUS SECTION

Using Iditarod's photographs, a letter from Jeff Schultz Elevation Chart Musher Data Collecting forms (Checkpoint Summary) Blank Lesson Plan Template


If you are interested in using the digital images on www.iditarod.com for educational purposes, please read the following letter from Jeff Schultz. Dear Educator, Thanks for asking permission to use the photos of the Iditarod by Jeff Schultz. As a professional photographer I make my living when people use and pay for our photos. We get many requests for 'free' use of the photos. Because we make a living with our photography we cannot always donate it, lest we not be in business. However, we do grant permission to use photos without compensation to certain types of entities. Those are typically people or organizations that have absolutely no commercial or personal gain to make from the photos... certain worthwhile charities, students doing a school project etc. And even then we restrict the usage to those that we feel are truly worthwhile. Considering your use and the end user, I can grant you permission to use the photos as you described at no charge provided the 4 simple requests outlined below are followed. If these requests cannot be followed, then unfortunately we cannot grant permission to use the photos at no charge. Contact us and we can quote you a fee to use the images. 1. Put a photo credit on or next to each photo which reads: Copyright 2006 Jeff Schultz/AlaskaStock.com 2. If used on a website, please provide a "hotlink" to our website next to each of the photos you use. It should read: View and Buy Iditarod Photographs at: http://www.printroom.com/pro/iditarod/ 3. SAMPLES--- I'd like to see how you used the photos. If used on a website, please send me the URL (address to your site) once the site is up and running. If the photo is used as a printed piece and you can easily make copies, please send one to me at: 2505 Fairbanks St. Anchorage, Alaska 99503 or make a PDF copy and e-mail it to me at [email protected]. I’d enjoy hearing how students use them, drop me an email. 4. In order to use our photos you'll need to download the image(s) directly from the site you saw it on, even though it may be low-resolution. You can then place the photo into your project. Unfortunately, for these free image requests, we cannot send higher quality or different photos to use. If you have any questions, please feel free to write. [email protected] Jeff Schultz


The Elevation

For additional information about the Iditarod Trail and the checkpoints, go to www.iditarod.com and click on menu tabs in the Learn About section of the website.

NORTHERN ROUTE Checkpoint Elevation

1 Anchorage 642 Eagle River 3973 Wasilla 2804 Knik 205 Yentna 776 Skwentna 1897 Finger Lake 9798 Rainy Pass 37719 Rohn 1440

10 Nikolai 41211 McGrath 32812 Takotna 57513 Ophir 69614 Cripple 43015 Ruby 41116 Galena 13117 Nulato 14918 Kaltag 12519 Unalakleet 2420 Shaktoolik 321 Koyuk 3822 Elim 1423 Golovin 324 White Mountain 13225 Safety 326 Nome 45

SOUTHERN ROUTE Checkpoint Elevation

1 Anchorage 64 2 Eagle River 397 3 Wasilla 280 4 Knik 20 5 Yentna 77 6 Skwentna 189 7 Finger Lake 979 8 Rainy Pass 3771 9 Rohn 1440

10 Nikolai 412 11 McGrath 328 12 Takotna 575 13 Ophir 696 14 Iditarod 177 15 Shageluk 59 16 Anvik 183 17 Grayling 62 18 Eagle Island 82 19 Kaltag 125 20 Unalakleet 24 21 Shaktoolik 3 22 Koyuk 38 23 Elim 14 24 Golovin 3 25 White Mountain 132 26 Safety 3 27 Nome 45


Checkpoint Position Date In Time Number Of Dogs

Date Out

Time Number Of Dogs

Number Of Dropped Dogs

Anchorage

Campbell Airstrip

Willow

Yentna

Skwentna

Finger Lake

Rainy Pass

Rohn Roadhouse

Nikolai

McGrath

Takotna

Ophir

Iditarod

Shageluk

Anvik

Grayling

Eagle Island

Kaltag

Unalakleet

Shaktoolik

Koyuk

Elim

White Mountain

Safety

Nome


Checkpoint Position Date In Time Number Of Dogs

Date Out

Time Number Of Dogs

Number Of Dropped Dogs

Anchorage

Campbell Airstrip

Willow

Yentna

Skwentna

Finger Lake

Rainy Pass

Rohn Roadhouse

Nikolai

McGrath

Takotna

Ophir

Cripple

Ruby

Galena

Nulato

Kaltag

Unalakleet

Shaktoolik

Koyuk

Elim

White Mountain

Safety

Nome


General Information to Remember:

• Remember, Iditarod is said to be about 1000 miles, and 1049 to symbolize the 'Last Great Race' is held in Alaska, the 49th state.

• The road system ends on restart day. Since there are no roads, the mileage between checkpoints was a close estimate. As technology improves and GPS tracking becomes a reality, the actual miles may differ from what we've used over the years. Further, as the trail is set each year, the exact distance may vary by a few miles.

• Iditarod begins on the first Saturday in March each year.

• The restart is on the Sunday following the start of the race.

• The race ends when the last musher reaches Nome.

• The race trail runs from Anchorage to Nome.

• On the even numbered year, the mushers take the northern trail and on the odd years, the mushers take the southern trail.

• Joe Redington, Sr. is remembered as the Father of the Iditarod and the founder of the race.

• Dorothy Page is remembered as the Mother of the Iditarod.

• Iditarod is a race started to keep the spirit of the sled dog a part of current Alaska. With the snowmachine (snowmobile), vehicles, and aircraft, the use of sled dogs in the Alaskan's daily life decreased. Iditarod celebrates the importance of the sled dogs in the events in the history of the state. (mail delivery, gold rush days, travel, and the many ways the dogs were used and relied upon in the villages) Although the Serum Run of 1925 is indeed an example showing the importance of the dogs and their usefulness, the Serum Run IS NOT the reason for the race nor is it what the race commemorates. The race IS NOT run only because of Balto, Togo, and the rest of the dogs who delivered Serum to Nome. This race is run to celebrate Alaska's past and encourage sled dogs to remain an important part of the state's present and future!

•


_________________________________ (Title of Lesson)

Developed by: Discipline / Subject: Topic: Grade Level: Resources / References / Materials Teacher Needs: Lesson Summary: Standard’s Addressed: (Local, State, or National) 1. 2. 3. Learning Objectives: 1. 2.

Method of assessment for learning


Procedural Activities Materials Students Need: Technology Utilized to Enhance Learning: Other Information: Modifications for Special Learners/ Enrichment Opportunities: Additional Notes and Information:

Documents

Iditarod Activities For the Classroom Book II - Eye on the Trail