Category Archives: Curriculum

Hello Texas!

DSC_2031The 2013 Winter Conference for Educators is now officially underway.  Teachers and presenters are gathered here from Alaska and the Lower 48 states.  New for the conference this year is presenter Barbara Cargill who is the chair of the State Board of Education in Texas.  Barbara is committed to Science curriculum in her state, and what better way to incorporate Science but by using the Iditarod.

Screen Shot 2013-02-26 at 2.37.01 PM

Temperature in Alaska on Tuesday, February 26, 2013 at 2:45 PM

So Texas students, let’s do a quick weather comparison.  Right now in Anchorage, Alaska the temperature is 36  degrees.  In Nome it is -10 degrees.  Let’s get some comparisons.  What is the temperature in Texas?  What is the difference?  Please let me know at emailtheteacher@iditarod.com.

How about other states?  A great activity is to track the weather in your town and a checkpoint during the race.  Make a graph to show your comparisons.  No matter where you are – I hope you are having good weather.

Use Your Fingers

DSC_1408

DSC_1410Here is a cute, easy project for elementary students.  These dog teams were made using thumb and index fingerprints.  The sled is clip art.  Students added legs, facial features, and a gangline.  The idea for this piece of artwork was created by my friend and colleague, Missy Durrant.  Students in her class each made one and they decorated their door with the finished products.  Teachers in my school are coming up with so many clever ideas to celebrate the Iditarod.  More ideas on the way.

Triangle Poem

A Triangle Poem is a quick, easy poem students of any age can do.  The first line of the poem states the subject and an action.  Line two describes the action and the third line tellsDSC_1393 where the action takes place.  Ava’s poem in the picture is about the dogs on the Iditarod trail, while Gabe’s poem in the video is about the mushers.  Any topic can be used.  The third grade sentences are fairly simple, but older students can add more detail.  Have fun with the poem!  Triangle Poem

On another note, WBAY Channel 2 out of Green Bay, Wisconsin recently visited my classroom for an interview.  Here is the link to the piece they put together.

http://www.wbay.com/story/21078412/2013/02/07/teacher-traveling-to-alaska-for-special-honor-with-iditarod 

My students were so excited.  One of them said, “I was so nervous I was sweating the whole time.”  Students in my class were quiet and cooperative while the reporter and cameraman were in the room.  Thanks students and thanks WBAY!

Choose A Musher

As the Iditarod Race quickly approaches (27 Days 6 Hours 26 Minutes  48DSC_1333 Seconds and counting so the clock at iditarod.com tells me) it is time to choose a musher.  There are a few different ways to do this.  The classrooms at my school – including the kitchen staff, office staff, custodian, and aides – all picked a name out of a hat.  Students in my class, however, had to do some research.  They studied the musher profiles and had to come to me with a name and a fact about the musher they would like to follow.  Not an opinion – a fact.

DSC_1335It was interesting because in the past students were a little more random so we had rookies in the mix with the veteran mushers.  This year’s class is a little more Iditarod savvy.  They already know names of some of the top mushers and they know a little more about what it takes to be a top contender in the race.  I also encouraged them to choose a musher who had a website for easier access to information about them and their dogs.  They now each have a musher to follow and this coming week they will create their musher trading card.  MusherTradingCards  27 Days 6 Hours 4 Minutes 30 Seconds and counting . . .

4 Forces of Flight

DSC_0768I’m looking forward to so many things with my upcoming adventure:  Talking with mushers, presenting to schools in Alaska, seeing the dogs and on and on.  Another top thing on my list is flying with the Iditarod Air Force.  In a previous blog, I shared a simple lesson on surface area.  Attached here are a few more lessons covering the 4 forces of flight – lift, weight, thrust and drag.  Students made the discovery that Dogsleds use 3 of the 4 forces while racing – see if your students can also figure it out :-) .

DSC_0769Once again, you can get as complicated as you want with the lessons depending on how how deep you want to go in the classroom with your students.  Using flight in the classroom, like the Iditarod, is a great motivator.  Enjoy!

Parachutes & Drag

Wing Shape & Lift

Air Pressure & Lift

Illuminations Rescue Mission Game

Illuminations Rescue Mission Game.2

Illuminations Rescue Mission Game.3

Senses of Snow

DSC_1118

Students from Wisconsin and the northern states that have snow, know snow.  But until we talked about the physical properties of snow, they took it for granted as simply snow.  Snow can be very different.  The snow I chose for our investigation in a recent Science lesson on matter was light, fluffy snow.  The snow on the ground right now (in this -35 degree F weather) resembles ice chunks.  It is said that Eskimos have 50 words for snow – this has been disputed as urban legend, but then came this recent article from the Washington Post titled “There Really Are 50 Eskimo Words For Snow“.  Personally, I can see how there can be 50 or more words for snow because of all the differences.

DSC_1119Senses of Snow  The lesson has to do with describing snow using the 5 senses.  Middle School and High School students could do research on the 50 words for snow.  Whether there are 50 words for snow or just one, I have three words – bring it on.

Flying With The Iditarod Air Force

When some people think of me being the Teacher on the Trail, they think of me on a dog sled racing along.  Now I have an adventurous spirit – but not that adventurous.  I will actually be flying to different checkpoints along the trail with the Iditarod Air Force, a group of pilot volunteers who help make the race happen.  According to front_page2the IAF Statistics Page on their website, “Our 31 volunteer pilots collectively bring 743 years and 420,000 hours of flying experience to the table.  Click on the picture at the left to check out their website for more stats, information and beautiful pictures.  I’m very excited about flying with this group of dedicated volunteers in remote Alaska and know I’ll be in good hands.

In my school district, part of the 3rd grade Science Curriculum is Flight.  Third Graders learn the history and science of flight in a comprehensive unit.  We are fortunate to live near Oshkosh, Wisconsin and the home of the Experimental Aircraft Association Museum and yearly fly-in.  Our unit culminates in a field trip to the museum – a highlight of our Third Grade year.  Many of the flight lessons I will be sharing originate from their Education Department.

One of our first activities is to learn about surface area.  I’ve attached a simple lesson plan that teaches the concept of gliding and dropping.  It’s time to Take Flight!  Surface Area

Aurora Borealis

DSC_1087

I love it when on that rare occasion I start a project with my class, finish it, and actually get a bulletin board up on the same day.  That happened Friday with my DSC_1067lesson on the Aurora Borealis or Northern Lights.  Explaining the Aurora can be as simple or as complicated as you want to make it.  There are several websites in the Lesson Plan with explanations of how they appear in the night sky.  Students loved the art project that went with the lesson and we have chalk handprints on dark surfaces around the classroom to prove it.  I found the art project portion of the lesson on the Iditarod website years ago.  I don’t have the name of the creator, but thank you.    Aurora Borealis

In Wisconsin we have an occasional glimpse of the Aurora Borealis in the night sky.  I’m looking forward to many things during my time on the Iditarod Trail and something on the top of my list is to experience the Northern Lights in Alaska.  Hopefully the sun and sky will cooperate.

What’s Up With the Weather?

I was looking for results for the Top Of The World 350 – Lance Mackey won by the way – and came across an article from the Alaska Dispatch about the Knik 200 being cancelled due to weather.  http://www.alaskadispatch.com/article/knik-200-becomes-latest-sled-dog-race-bite-dust

mushOur friend, Angie Taggart, has been training with a sled instead of a 4-wheeler so I thought the snow was fine.  Apparently it has still been unseasonably warm in some areas and they are trying to work around melting, mushy snow.

DSC_0848

My class has been tracking the weather in Nome, but I guess it’s time to track in other places and make comparisons.

Last year my students compared the weather in Anchorage with the weather in Waupaca.  Attached is a lesson plan for comparing temperature, as well as a short video of some of the results from their comparisons last year.  Let it snow!!

What’s The Temperature

Stone Fox

Students wearing the Aurora Borealis T-Shirts

Students wearing the Aurora Borealis T-Shirts

In order to keep students engaged the last week of school before the Holiday Break, I had them read Stone Fox by John Reynolds Gardiner.  This is a great book of friendship, family and the love between a boy and his dog.  All the things to keep students wanting to turn the page and go on to the next chapter are in this book.  My students are third graders, but it would be a good read aloud for 2nd graders and I know teachers thru middle school who have used it in their classroom.  (I don’t want to spoil the ending, but keep a tissue handy.)

I’d like to keep track of how many students we can get to read this book.  If you have already read it with your students (or when you read it in the future), please send me your name, grade level, number of students who read the book and your city & state at:  emailtheteacher@iditarod.com

Full lesson plan with activity ideas are attached.  The attached Venn Diagram is for watching the movie Stone Fox after you have read the book.  It’s a great lesson in how much is changed when making movies.

Stone Fox

Stone Fox.2

Walk the Trail

DSC_0842Each time someone enters my classroom, they are remindedDSC_0849 of the upcoming Iditarod.  There are 2 large maps, several pictures, daily high and low temperatures in Waupaca and Nome, news articles, and much more.

One of the maps in the entry is for students to track the progress on their IditaWalk.  Each day when my students walk into the classroom, the first thing they do is put on a pedometer.  Their goal is to “Walk” the Iditarod Trail.  It started simply – converting their steps to miles (2,000 steps = 1 mile) and moving their marker along the trail.  As time went on I made things more complicated.  PAWS (Pulling Ahead With Students) is a theme I’m using this year for Character Education. Students can earn dog paws for doing DSC_0850something “good”.  4 paws = 1 dog.  With 2 dogs, students can multiply their daily miles by 2.  With 4 dogs, they can multiply by 3, and so on.  They had to think of a theme for their dog team and name their dogs.  While they haven’t formally been introduced to multiplication yet, they are multiplying to figure out their daily progress.  They are also moving more to pick up steps on their pedometers.  Win – win.DSC_0840

A few students thought this was going to be easy and within a few weeks they would have walked the entire trail.  They are now realizing it’s a lot longer than they anticipated.  They are also learning names of checkpoints and the distance between them.  The attached lesson plan and activity sheets are a little different than what I am doing this year, but it gives a basic overview.  Take the general idea and make it your own.

Classroom Iditawalk

IditaWalkTracker copy

TeamIditawalk

Dog Traits

I have this mantra about lesson plans – steal . . . ahem . . . borrow and tweak.  This lesson is an example of my mantra.  At the Winter Conference for Educators last year, Sid Lucas, a High School teacher from Kiel, Wisconsin, presented a lesson about genetics.  Seeing the value of the lesson and realizing it was too advanced for 3rd graders, I stole . . . ahem . . . borrowed Sid’s lesson and tweaked it for 8 year olds.  In class, we discussed the traits of sled dogs as we looked through the book Dogs of the Iditarod by Jeff Schultz.  The next step was creating our own sled dog.

With the shake of the dice, students had a 50/50 chance of getting a male or female dog.  After that the odds changed for different traits.  Once they had their traits and shaded in the Trait Wheel, we compared dogs.  Were there any dogs exactly the same?  Exactly opposite?  It was a fun discussion.  Next their creative juices kicked in.  They had to draw their dogs with the traits they had.  It was a great activity and, without realizing it, students learned many things about the traits of sled dogs.

Dog Traits Lesson Plan

Also look for Sid Lucas’s lesson in the Science section at Iditarod.com.  It’s not posted yet, but will be there soon.

Problem Solving

I love logic puzzles, therefore, my students learn how to try to solve a problem without giving up.  Attached are a few puzzles we use in the classroom.  Puppies in a Pen teaches congruent shapes. We are currently taking the Wisconsin Knowledge and Concepts Exam, our “high stakes” state test.  This was a good activity to get students’ brains turned on.

With Dogs In A Pen Lesson Plan, students have to think outside the box.  Have fun and don’t give up!

 

L Is For Iditarod

Are you wondering how to introduce the Iditarod Vocabulary into your classroom?  Try this activity.   A is for Iditarod lesson

It is a play on the book  Q Is For Duck:  An Alphabet Guessing Game by Mary Elting & Michael Folsom.  The book is simple enough to read and students pick up on the play of words and try to predict what is coming next.  I’ve done this the last couple of years and students are very clever with this word riddle.

Use the attached activity sheet or create your own.  Have fun!  Alphabet Template

It All Starts as a Rookie

The champions of the Iditarod are true icons.  They embody the enormous accomplishment that we aspire to within our own individual passions.  We look at them and we see success.  Although these amazing examples inspire us, we often feel very small around them, as though we could never do what they do because, after all, we are only human, right?

It is for that reason that I find the rookies so very interesting.  Iditarod rookies are mushers that have not yet completed the Iditarod and crossed under the arch in Nome.  I find I can relate to them more easily.  I watch carefully each step they take toward their successes and think to myself – that’s doable, not easy, but doable.

There are 12 rookies signed up so far this year and as the school term progresses you will be able to learn about them and their hopes and dreams by going to http://iditarodblogs.com/teachers/category/news-for-classrooms/rookie-mushers/

I have a new inspirational partner of my own this year.  His name, oddly enough, is Rookie and he is a sled dog that appears on my easel every morning.  My job is to work with him until I can draw him quickly and easily (under a minute) to introduce him to the students I meet along my trail.  Rookie helps me see things with an accurate and positive perspective. He reminds me every morning that there isn’t much I can’t do if I put my mind to it.  So far he has gotten me back out on the pre-dawn running road four out of five mornings this week.

We are all really rookies at something.  This month I offer you the beginning of Rookie’s development, (please feel free to offer suggestions).  I also offer three lessons you may wish to include this year.  They all involve imagining a goal and planning for it, which is where all rookies start on the road to success.

The first lesson is “Safety First” and can be adjusted to any grade level.  We begin with a reading of Rivers, Diary of a Blind Alaska Sled Dog by Mike Dillingham showing us how his musher prepares a place and life for him that helps to keep him safe and on the trail. safety first

The second lesson is “Tracking the Musher.”  This activity may seem a little premature in the heat of late summer, but some video of the race itself may inform the students about the enormous complexity and overall scope of information generated by the race and is a slightly less overwhelming planning exercise than the planning of volunteer placement and supply drops that we will look at later.  It is never too soon to start planning how we will keep track of the grand movement that is the Iditarod.Tracking the musher

The third lesson I call “Imagine the Possibilities.”  Norman Vaughn, explorer and WWII hero was an Iditarod rookie at 83 years of age.  His story is in Iditarod Classics by Lew Freedman (available on line from Iditarod.com).  Many of the stories would be great jumping off places for a discussion of dreaming big and making the choices necessary to achieve a goal but Norman’s is my favorite. Imagine the possibilities – lesson plan

I hope you find one of my lessons this month that works for you and as always feel free to email me with reactions, suggestions and new ideas.

Staying on the trail with Rookie,

Blynne

Books to the Trail

 The Iditarod Books the Trail program has been running for several years now.  Schools in the lower 48 and others team up with sister schools along the race trail to deliver much needed books to these remote schools.  Recently the Anchorage Public Library has joined our efforts so that even more books can be enjoyed by school children without convenient access to such a broad spectrum of reading material.

On Monday, after camp, Diane Johnson and I visited the Anchorage Library to thank them for their efforts and learn more about a program they have developed called Ready to Read.  This program targets preschool children with the motto “The foundation for reading begins at birth!”

Ready to Read is based on the six basic skills needed to begin reading:  print awareness, print motivation, narrative skills, phonological awareness, letter knowledge and vocabulary.  To encourage the development of these skills the Anchorage Library has created hundreds of tubs of books containing 30-50 board and paperback picture books, a resource guide for the adult childcare provider on a six-week renewable loan.  In addition the program provides bags in which the children can take the books home to share with their families and “lapsit” bags that are thematically created including a music CD and a puppet.  That sounds like a perfect experience all ready to be delivered.

I was understandably excited when I arrived to see shelves and shelves filled with these tubs and tables covered with stacks of books being arranged in themes and it brought back wonderful memories when I spotted some of my favorites.

It will be my job this year on the trail to connect the Books on the Trail with the teachers they have been created for and get the word out there about the Ready to Read program.  Being an English teacher myself I am very excited to be a part of the connection.

If you and your school would like to part of this effort, contact Diane Johnson, Director of the Iditarod Education Department.

Read On,

Blynne

Editor’s Note: Attention Teachers who are located in Alaska, you can get involved with the Ready to Read program. The Anchorage Public Library has a “Ready to Read Resource Center”at the Z.J. Loussac Public Library.  This is a statewide resource for anyone who works with infants and toddlers anywhere in Alaska. For additional information and to find out how to get a free reading tub to your community, click here.

Visit the Anchorage Public Library website at this link.

http://www.muni.org

Finding What Works in the Classroom 2.24.11

Temperature in Wasilla, late morning, 20°F, little wind

Teachers want to know what works in the classroom to facilitate student learning and to achieve growth in their learning. The research-based document,What Works in Classroom Instruction by Robert Marzano, Barbara Gaddy, and Ceri Dean (http://www.leigh.cuhsd.org/teachers/pdf/Marzano_Strategies.pdf),  is a good resource which explains the research behind classroom strategies and their effect. The effect sizes of various strategies range from .59 to 1.61. An effect size of 1.0 is roughly equivalent to one year’s growth in achievement. Please refer to the above article for a table of strategies and effect sizes.

Strategies that were found to strongly affect student achievement include homework and practice, setting goals and providing feedback, non-linguistic representation, summarizing and note-taking, identifying similarities and differences, cooperative learning, reinforcing effort and providing recognition, generating and testing hypotheses, and activating prior knowledge. The two highest effect sizes fell in the strategies of summarizing and note-taking and identifying similarities and differences. This site has helpful information about using these strategies.

http://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Strategies.html

Part of my job as the Target® 2011 Iditarod Teacher on the Trail™ is giving presentations to students in Alaska schools. I started those today.  The presentation gives students a chance to learn aboutsome  similarities and differences of Alaska and North Carolina. Letting students use a Venn diagram, Thinking Maps (double bubble or bubble maps) or write about the differences and similarities of the two states would be methods to carry out a strategy with a high effect size.

The Iditarod Race is a tool to use to create a lesson on note-taking and summarizing or on identifying similarities and differences. Perhaps your area has a sport or race which could be compared and contrasted with the Iditarod, or watch Iditarod Insider video clips to practice taking notes and then organizing those notes into categories. Maybe those categories could be more easily remembered by using non-linguistic representation, another strategy which can positively affect student learning.     

Iditarod Inspired Poetry

In my classroom, our study of poetry falls at the end of March. To ease the transition from the Iditarod and Alaska to poetry, I start with The Cremation of Sam McGee by Robert Service.

“There are strange things done in the midnight sun/By the men who moil for gold; The Arctic trails have their secret tales/ That would make your blood run cold;” (Robert Service, The Cremation of Sam McGee) 

A darkly humorous narrative poem, its setting is familiar to the students who have been following the race.  This poem is an easy way to teach stanzas, rhyme scheme, and figurative language, especially personification.

We work with haiku and concrete poetry, also. This serves as a unique method to summarize their knowledge of the race and Alaska. Illustrating their poems serves as another way to summarize what they know, too, and lets those creative juices flow.

Enjoy the poetry photo exhibit. Especially note how the mug of hot chocolate poem was colored to look like a winter jacket.

Honest Dogs

Martin Buser

Honest dogs—I first came across those words in Gary Paulsen’s book, Woodsong, used to describe one of his dogs, Storm. Paulsen defined Storm as a dog who always worked, always pulled, ran many miles, and taught Gary many things about life.

Curious about the phrase, I researched it by asking people who asked others about “honest dogs”.  Author and Iditarod finisher Pam Flowers describes an honest dog as one who is a hardworking dog, and if the dog is not working hard as it usually does, then the dog has an honest reason for not doing so—snow or ice between the toes, getting jarred while running by stepping in a hole, sneezing, or other reasons to make their line go slack. (Note: the line referred to is the line attached between the tug at the rear of the dog’s harness and the gangline)

Pam says it’s the musher’s job to find out what the reason is and to take care of it. A dishonest dog is one who has learned to keep the line just tight enough to make it look as if the dog is pulling, but he isn’t.

Martin Buser, four time Iditarod winner, defines an honest dog in the following way:

I don’t mind if a dog eventually goes off the line during a long run as long as he or she gets back to work on their own.  Taking a break is fine by me, the honest part is that the dog does not lay down or quit.  If I’m stupid, I can make any dog quit.  One has to find what is possible to ask, what can be given.

 How does a musher know if a dog is pulling or not? They keep an eye on the line from the harness tug to the gangline. If it’s tight, the dog is pulling. If it isn’t, the dog is taking a break.

So, after I gathered all this information about honest dogs, I started thinking how this is an example of figurative language and how it relates to people. Usually, we think of honesty as a the quality of being truthful, saying what is true. But, honesty can show in actions, too.

How do we people know when other people are working like honest dogs work? We don’t have harnesses, tugs, and ganglines to look at. I think people listen to what we say we will do, and then people watch to see if we do what we said we would do.  People watch to see if we carry out our responsibilities or not.  Carrying out our responsibilities is like keeping the line tight.  Some people call this “talking the talk and walking the walk”. You do what you say you’re going to do.

Hardworking, “honest” people take breaks too, to recharge or to consider another way to get something done, causing their line to go slack for a little while. They get back to work, tightening their lines on their own. And if an honest person falters or hesitates, the reason they do so is an honest reason, a real reason.

When people offer excuses or dishonest reasons for not getting something done, then it’s like being a dishonest dog—pretending to do the work, but not really doing the work. The line looks tight, but the job isn’t getting done.

And, as a teacher or employer or co-worker, think about Martin’s statement that if he’s stupid, he can make any dog quit, that it’s up to him to find out what is possible and what the dog can give. Seems like that’s advice for folks who work with students, employees, and colleagues, too, not just mushers.

Are you an honest dog?  How do others know that you are? Think about it! (Thanks to Terrie Hanke, Sue Allen, Pam Flowers, Hugh Neff, and Martin Buser for their help with this information.)

Something to Do While You Follow Me!

When I arrive in Alaska around February 22, I’ll post often to keep you in the loop about what I am doing and what is going on with the race. And, when the race starts March 6, I’ll post daily about the race and teachable moments.

The NUMBER ONE question I’m asked is: “Don’t you get cold in Alaska?”   To help others Outside of Alaska understand the cold, I’ll post the temperature and wind speed daily on my site while I’m in Alaska. By the way, Outside refers to anywhere not in Alaska, and usually to  the other states of the U.S. Use this information for the following activities to figure out if I’m getting cold! (Don’t worry. I’ve got all the right gear to keep from getting cold!)

  • Elementary–Color a paper thermometer which shows your area’s temperature and another one showing the temperature I posted. Write the temperatures correctly.
  • Elementary–Make a chart or graph showing the temperatures I post.
  • Middle School—Use the lesson plan I posted in Coordinates for Your Sled-The Math Trail to make a 2 or 3 line graph plotting and comparing the temperatures I post and your area’s temperatures.
  • Middle School—Relate positive and negative numbers to the temperatures I post and the temperatures in your area.
  • Secondary—Convert the Fahrenheit temperatures I post to Celsius, and then back again. It’s a great workout for your brain! (Don’t use the converter program, use brain power.) http://www.albireo.ch/temperatureconverter/formula.htm Accessed 12.27.201    

 Fahrenheit to Celsius  

    Celsius to Fahrenheit  

     

  • Secondary—Calculate windchill and use those algebra skills. I’ll post the temperature and the windspeed daily during the race. You calculate the wind chill for a REAL brain workout. http://www.usatoday.com/weather/resources/basics/windchill/wind-chill-formulas.htm Accessed 12.26.2010
  • Any age level—Research and learn about Fahrenheit and Celsius temperatures. Write a paragraph or paper or create a power point show about the history of how these different ways of measuring temperatures came to exist, why scientists use Celsius more than Fahrenheit, which countries use Fahrenheit more than Celsius, what Celsius used to be called, etc.
  • Read Sanka’s postings on Zuma’s Paw Prints. This K-9 reporter includes weather and climate information in his postings.  http://iditarodblogs.com/zuma/

Mushing on,

Martha

Iditarod is Coming! Fill Your Sled Now!

(Keep on reading to find some ideas of activities for your students to do.)

Mushers carry the following mandatory items in their sleds during the race. I bet you can make this list relevant to what students need to be prepared for their job of school.

  •  Proper cold weather sleeping bag weighing a minimum of 5 lbs.
  • Ax, to weigh a minimum of 1-3/4 lbs., handle to be at least 22” long.
  • One operational pair of snowshoes with bindings, each snowshoe to be at least 252 square inches in size.
  • Any promotional material provided by the ITC.
  • Eight booties for each dog in the sled or in use.
  • One operational cooker and pot capable of boiling at least three (3) gallons of water at one time.
  • Veterinarian notebook, to be presented to the veterinarian at each checkpoint.
  • An adequate amount of fuel to bring three (3) gallons of water to a boil.
  • Cable gang line or cable tie out capable of securing dog team.
  • When leaving a checkpoint adequate emergency dog food must be on the sled. (This will be carried in addition to what you carry for routine feeding and snacking.)
  • http://iditarod.com/pdfs/2011/rules.pdf

Right now, mushers are preparing for the race by freezing and bagging their dogs’ food for the race, planning and preparing their people food and supply bags, running their teams on daily training runs and in races like the Copper Basin, the Sheep Mountain 150, or the Gin Gin 200. I am always curious about names, so I researched how the Gin Gin 200 got its name.

Who was Gin Gin?
The Gin Gin 200 is named after a remarkable dog who dominated a dog kennel for over 10 years. She was an inspiration both on the trail and in the dog yard. She was a dog with unswerving loyalty and stubbornness. She did not know” quit”. Her ability, drive and attitude should serve as an example to dog drivers everywhere.  http://www.gingin200.com/ accessed 1.1.11

Fill your classroom sled with some of these ideas to get your class prepared for the Iditarod.  Choose one way or several ways, or think of your own way to connect your students, your curriculum and the race.

  • Start now visiting www.iditarod.com and  http://iditarodblogs.com/teachers/ , the For Teachers section of that site for ideas to use. There is an exciting lesson plan idea using the Blabberize website on the For Teachers section. http://iditarodblogs.com/teachers/
  • Read Zuma’s Paw Prints at the For Teachers page. Zuma and other K-9 reporters give you information about the race. http://iditarodblogs.com/teachers/
  • Adopt a musher(s) and use this form to chart his/her race progress. http://iditarod.com/pdfs/teacher/MusherDataSheets.pdf Scroll down to find the southern route chart. The southern route is run in odd-numbered years. The race data is free and is found on www.iditarod.com.
  • Create a race route map along your classroom’s walls or down your hallway and move your adopted musher(s) along the map. This link takes you to the race map and access to a list of the mileage between each checkpoint for the southern and northern race routes. http://iditarodblogs.com/teachers/2009/11/21/maps-of-the-iditarod-trail/
  •  Teach a novel or read books about the race or related topics. Find books to choose from on these lists.  http://iditarodblogs.com/teachers/iditarod-books/
  • Math problems for elementary and middle school are in December’s posting on this site.
  • Teach students to convert the 24 hour clock time, used to report race times, to 12 hour clock times. Great mental exercise!
  • Temperature charting, wind chill calculation, converting temperatures from Fahrenheit to Celsius and back again. (See my posting on this site titled Something to Do While You Follow Me! for details)
  • Watch the free Iditarod Insider videos or sign up for this special video view of the race. You and your class can see what’s happening in the race via these clips. http://insider.iditarod.com/

Mushing on,

Martha

Snow!

North Carolina, my home, is a state with very different regions—the Appalachian Mountains in the western part of the state; the rolling land of the Piedmont where I live; the flat coastal farmland edging to the Atlantic Ocean. Snow frequently visits the mountains of NC, but not so often elsewhere in the state.

Snow fell the first two weekends of December in the Piedmont, not much at all, but considering I can’t remember the last time snow fell here in December, the snowfall was remarkable for that fact alone.

Usually the snow that falls here is fluffy flakes; last week the snow looked like tiny balls of Styrofoam. Take a look at the pictures to see it.

Whether you live where snow falls or not, enjoy these books about snow. By Cynthia Rylant, the book titled Snow; Snow Show by Carolyn Fisher which explains scientific process regarding snow; Recess at 20 Below by Alaskan teacher Cindy Lou Aillaud about playing outside in cold weather conditions; The Snowflake-Winter’s Secret Beauty by Kenneth Libbrecht and Patricia Rasmussen; The Truth About Snow People by Blue Lantern Studio, available at Target®; and, of course, The Snowy Day by Ezra Jack Keats.

What books do you already enjoy about snow? Enjoy them again with hot chocolate or apple cider. Happy Winter to you!

Mushing on,

Martha

Iditarod Math for Elementary & Middle Grades

The Iditarod and its race statistics make math real-life situations for students, helping them understand how math is used in everyday life. Use these math problems for practice, homework, extra credit, review, or in middle school at the beginning of class to focus students on an independent activity. Some teachers call these “at the bell” problems.

If you have Notebook software, put these problems in that software and present them via your SmartBoard. Put the problems in a shared folder so all teachers can access them.

There are problems appropriate for K-2 and grades 3-5 (addition, multiplication and division) and for the math skills expected of sixth, seventh, and eighth grades. Solutions for the sixth, seventh, and eighth grade problems are here. These problems will probably give you some ideas for other problems. Visit www.iditarod.com and look around the site to find more information to use for your math work.

Mushing on with math,

Martha

Sled Dog Genetics

Taz poses in retirement, 2007, Dream a Dream Dog Farm, Willow, AK

Breeding dogs to achieve the desired characteristics is a science for mushers. They breed dogs with these characteristics, looking at the dogs’ backgrounds of their “ancestors”. One line, descended from Togo and Leonhard Seppala’s Siberian huskys who ran the Serum Run of 1925, is called the Seppala Siberian.  Visit this site http://www.seppalas.com/index.htm to find out more about the Seppala Siberian, which is considered a natural dog. Be sure to visit the page about the Seppala Standard, because this shows the characteristics formed by nature and function that define a Seppala Siberian. The page called What is a Seppala traces the breeding history of this working dog.

Another type of dog that mushers breed is the Alaskan husky, the result of breeding to develop a faster dog with northern dog characteristics and the physical attributes of the working sled dog. Most mushers have the Alaskan husky. When I first saw an Alaskan husky, I was struck by how they looked like a mutt—you can see the Siberian and northern dog characteristics in them, but also the characteristics of a hound. (A mutt is a mixed breed dog, and I use the term with all respect to this husky.) The Alaskan husky is smaller than the Siberian or malamute, making it a faster dog. Although not recognized as a pedigreed dog, mushers carefully plan breeding of this dog to produce the desired results.

Some mushers prefer to run only Siberians, so watch Blake Freking’s team or Karen Ramstead’s team to see Siberians in the Iditarod. Jim Lanier runs only white dogs on his team. Wonder what kind of genetic planning that entails to get so many white dogs?

This lesson for middle school focuses on physical characteristics of sled dogs. A genetics worksheet is included, and a website address for video and information about sled dogs. These pictures can be used with the lesson which addresses eye color, straight or floppy ears, and bushy tails in dogs. Many thanks to Susan Harrington and my husband for explaining genetics to me and helping me develop this lesson.

Mushing on,

Martha

Brochures, Research, Cite Your Sources!

This lesson plan addresses several different skills for students. It’s written for sixth graders, but can easily move up in grade levels. Most eighth graders write a term paper, and this lesson introduces younger students to doing research both on the Internet and using print media in preparation for the term paper. Skills covered are evaluating websites for accuracy and reliability, technological skills to search for information, taking notes, ethics in using information found on the Internet and in print media, and the proper format to cite sources. This is a great time to introduce plagiarism.

Before starting their research, discuss with students the qualities of a reliable, accurate source, whether it’s a print media or Internet. Also discuss what copyrighted material is, how they can identify it, and why they cannot copy and paste it without permission from the author. The same applies to photographs, artwork, and clipart. When we did this project, we got permission from the website or the photographer to use certain photos.

These brochures were “made by hand” for several reasons. Scheduling enough time in the computer lab to do them on the computer was not possible; for some students, trying to format a newsletter on the computer would be too challenging; entering text takes them a long time as most have not learned correct keyboarding skills; and I wanted them to enjoy the creativity of design, colored pencils/crayons, and decorating.

The brochures pictured unfold in the center and students had the entire inside to fill with information and photographs or artwork. On the back of the brochure, they cited their sources. We used MLA format because that is what they would use in eighth grade and in high school.

Mushing on,

Martha

Word Processing and Iditarod

As a sixth grade English/language arts teacher, one of my responsibilities is to teach students word processing. By sixth grade, most students are familiar with the mouse, the delete button on the keyboard, and have a general idea of where the letters are on the keyboard. Formatting a document, though, is something they usually aren’t familiar with, and to prepare them for 21st century learning, they need to know how to do this.

This lesson and its skills were written for sixth grade. Each document is about a different aspect of the race—mushers, awards, and the Junior Iditarod race. Included are pdfs of the document to format, how the document should look after formatting, and directions for formatting each document. Skills used are justifying and centering text, capitalization, indenting, single spacing, cutting and pasting, highlighting, deleting, spell check and grammar check, and entering text.

The first day we’re in the computer lab, we work through the musher document together as I assess where the students are with their skill level. Each student has a copy of the directions for formatting that lesson in front of them, and teaching this is aided by projecting the image from one monitor via LCD projector. During the second lesson about race awards, students work slightly more independently, and by the time they get to their third lesson about the Junior Iditarod, they can usually work independently.

A couple of tips—I teach from the back of the computer lab where I can easily see everyone’s monitor and know at a glance how their work is going. At my school, the technology facilitator put these documents on the school’s shared folder for students to access, and we discovered that sometimes Microsoft Word wants so badly to capitalize words that it wouldn’t “hold” what should be wrong so the students can correct it. After a few tries, it held. Other subject areas could teach Excel or Database using Iditarod information, too.

Mushing on,

Martha

Taking Care of the Iditarod Dogs, Writing, and Sequencing

Buddies at the 2010 vet check

The dogs of the Iditarod are athletes and get the kind of training and health care human professional athletes get. Volunteer vets man the race’s checkpoints to examine teams as they arrive throughout the race. These dogs have been cleared physically by a pre-race exam which includes bloodwork, EKG, and a physical exam. This article, Caring for Dogs of the Iditarod, details the care they receive before and during the race.

Three days before the race start, there is a final vet check opportunity at the Iditarod Headquarters in Wasilla, AK. All the dogs here have already cleared their labwork and EKG and receive the final physical exam on that day. Fans enjoy watching the vets and dogs, meeting mushers in person, taking photos, and interacting with the dogs.

This lesson about sequencing is written for first grade. It includes pictures from the 2010 final vet check for students to use in sequencing and writing a book. The article above gives teachers background information to familiarize them with healthcare for the dogs.

Not a primary grade teacher? Here are some more ideas for upper grades, including high school, for you.

 1) Make an Iditarod Trail game using this cube pattern. Put photos of the vet exam on cube faces. Number each photo. Use a trail map and advance a sled dog playing piece (or colored button or coin) along the trail’s checkpoints based on the roll of the cube.

2) Write a description of the vet check exam from the dog’s point of view.

3) Research physical exams for people and dogs. Compare and contrast these exams in a formal paper. Cite sources.

Mushing on,

Martha

Coordinates for Your Sled–The Math Trail

GPS—how did we get anywhere without it! Enter your destination and drive to it! No map unfolding and refolding—map refolding is challenging—it never ends up the way it looked before it was used. GPS directs us to locations using coordinates that map the world. Latitude, longitude, number lines, space, spheres. Coordinates plot points on graphs, too, making numbers into a visible picture or line so we can “see” where the numbers are going, what they are “doing”.

Use this lesson to take your sled down a math trail. It challenges students to plot the coordinates of a sled dog, an activity for upper middle school and Academically Gifted students. Or, use the lesson modification for primary students to make a connect the dots dog using numbers. Color the completed dog and put a harness on it. A set of coordinates, a picture of graphed sled dogs, a connect the dots dog, and a sled dog outline are included in this lesson for your use. Keep reading for another math lesson.

The next math lesson here plots temperatures on a graph, comparing temperatures of three locations over an extended time period. My inspiration for this lesson was the unusually cold temperatures in my area of North Carolina late December 2009 through early January 2010. The cold temperatures coincided with the introduction of integers for our sixth grade team, so Mother Nature lent a great hand to learning! Students plotted the temperatures for Nome and Anchorage Alaska and Mt. Pleasant, NC. The lesson provides practice with integers as well as plotting points on a graph. When the graph is complete, turn it into a line graph with a different color line for each location. The lines really communicate the graph results to students.

Mushing on,

Martha

I Knew I Could Do It! Write a Personal Narrative

This lesson plan for grades three through high school uses the book Big-Enough Anna to spark students’ thinking. The book, by Pam Flowers, is a true story about how a little sled dog was big enough to learn to lead the team, to step up when the team counted on her, and to meet a dangerous challenge and continue on in her position as lead dog. Take a look at one of my July posts to order the book.

The lesson generates thoughts on universal themes such as accomplishing things that others don’t think you can do or continuing to work even though you are challenged. Then, students brainstorm personal experiences they’ve had with the same situation—doing something or accomplishing something that someone thought they couldn’t do—and write a personal narrative about it.

The narrative should reflect the students’ writing abilities and levels, thus a high schooler’s personal narrative will be more extensive and developed than the elementary school student’s paper. A rubric to score the narrative is part of the lesson.

Publish your students’ “can do” narratives and refer to them when students feel challenged in the classroom or in life, just like teams and mushers push through the tough parts of the Iditarod to move on down the trail.

Mushing on,

Martha

September Ideas for Your Sled

 It’s after Labor Day and we’re all back in school. I hope you’ve found ways to use the clipart and bookmarks in your classrooms or you have plans to use them during the year.

I‘ve had another remarkable Iditarod experience since school began that I’ll share with you. About two weeks ago, my classroom phone rang, and the caller was a parent of a student at another school in my school system. She had read an article about me in my position as the Target® 2011 Iditarod Teacher on the Trail™ in a school system publication and was excited to contact me about her family’s history of racing Siberian huskies when they lived in Iowa. The most wonderful part of the call, though, was finding out they were selling a dog sled, only 20 minutes away from me! Last Saturday I picked up my “new” old sled, harnesses, and a gangline as well as some great stories of their dogs and running dog days. And, I got a super lead on the sled’s  history which I’m working to confirm.

Iditarod has provided unexpected opportunities for me over the years; where I least expect a connection, there is one. Who would have thought that in Cabarrus (say kuh bear us) County, North Carolina I’d have a chance to buy a dog sled with some really remarkable history connected to Alaska? It’s like going on a treasure hunt. I bet that you will have remarkable experiences in your classrooms when you use Iditarod as a teaching tool, too.

Here are some lesson ideas my sled generated. I can’t wait to hear about the activities and results you get when you try these.

  1. Use the photo of the sled next to the Toyota Prius as a writing prompt.  Compare and contrast the two types of transportation, their size, their purpose, their use, where they are used; create an analogy between the dogpowered transportation and the mechanical energy saving transportation; write a dialogue between the sled and the car; choose either the sled or the car and write about why it is a superior form of transportation; write about what you can do with the sled that you can’t do with the car.
  2. Write a story from the sled’s point of view.
  3. Write about a race the sled was in.
  4. Persuade someone to buy this sled with an illustrated advertisement.
  5. Build your own small scale sled using popsicle sticks.
  6. Use a computer program to design your sled.
  7. Create an illustration of the sled and team using an art technique such as mosaic, pencil, or collage.
  8. Write a fable about the sled and the car. (This reminds me of The Tortoise and the Hare fable.)

Mushing on,

Martha

Bookmarks and Activities for Students and Teachers

Use the bookmark for your classes. They can be rewards for students who achieve reading goals, everyone can have one for themselves, or use them for end of the year gifts for your students. Print them on card stock so they will stand up to use.  I printed bookmarks on my school’s color printer. The pictures on the bookmarks are from the 2009 Iditarod.

Earlier in August I posted a Scavenger Hunt lesson with a summary and evaluation exercise, combining a physical education lesson with English/language arts. Here is a modification for the summary activity, and here is an example of the activity without modification.

You can keep up with the Iditarod Trail Committee now on Facebook. Here’s the address—

http://www.facebook.com/pages/Iditarod-Trail-Committee/112545578798091

Remember to visit the For Teachers section of www.iditarod.com for messages posted by Diane Johnson of the Iditarod Education Department.

Mushing on,

Martha

More Lessons & Ideas to Fill Your Sled!

August is upon us, and we teachers know the clock is ticking towards that first day of school. In July, I posted clip art to help you with bulletin boards, room decorations, and more. You got a great start with reading Big-Enough Anna by Pam Flowers, too. The lessons this month will show you how to apply an article in almost any subject and how to take a seemingly unrelated lesson and use it in your subject area. The first lesson, Using The Story of the Iditarod Trail Sled Dog Race, takes an article from The Learning Works, Inc. and shows you how to use it not only for reading and language arts, but for subjects such as science and history, and that it can be used with all ages, including adults. I use the article to introduce the race and its history to my classes each year, and I share it with adults and staff as a quick way to familiarize them with the race. Here are two sets of questions to use with the article, too. One focuses on reading for detail, and the other set is multiple choice informational text questions.

The second lesson is a physical education lesson plan by Terrie Hanke, the Wells Fargo 2006 Iditarod Teacher on the Trail™, and shows how I adapted it for my English/language arts classes several years ago. This scavenger hunt got us running around outdoors, but it also taught cooperation and problem solving. We put the checkpoint names on the cards under the cones for student teams to find. When we finished the physical education part of the lesson, students wrote a summary of the activity’s procedures and an evaluation of the successes and challenges of the activity. The writing portion of the activity was completed over several days. One modification I made to Terrie’s lesson was to only have one team running the hunt at a time. We played our scavenger, or checkpoint, hunt outdoors on the softball field’s outfield to avoid conflict with PE classes in the gym or on other fields. This hunt is also a good way for students to become familiar with the names of the race’s checkpoints. Younger students can focus on writing directions for playing the activity. Secondary students should write clear, varied sentences with correct mechanics and show insight regarding the activity in their writings.

The photo of Togo was taken at the Iditarod Headquarters in Wasilla, Alaska. He is “stuffed”, having been preserved by a taxidermist. The statue of Balto is also at headquarters. It is identical to the one in New York’s Central Park. Read the article The Story of the Iditarod Trail Sled Dog Race to find out more about these dogs.

Fill your sled this year with your variations on my plans. Let us know what you do and how you do it!

Mushing on,

Martha

Big-Enough Anna

This lesson was written with fifth grade standards, but easily moves up or down grade levels. Students use foldables to analyze the book. The book can be ordered from the author’s web site below.

This book is a biography for children. It’s by Pam Flowers, with Ann Dixon, and it’s about Pam’s 1993 2,500 mile trans-Arctic journey and an unlikely little dog who saved the expedition. Pam is the first woman to travel this trip, a trip which traced the1923-34 route of explorers Knud Rasmussen, Anarulunguaq, and Miteq. Anarulunguaq was a young Inuit woman of Greenland whose job was to drive the dog teams, interpret, cook, mend, sew, and help Rasmussen collect information about the culture and history of Inuit people in Canada and Alaska. In fact, Anna the dog is named for this young woman.

When Pam talked to us at the Iditarod Summer Camp, she told us the story of her journey and of Anna’s adventure. I was enthralled by the challenges Pam and her team faced and dealt with—the trust in each other to keep going where one led, whether it was the musher or the dog, and the determination to finish what they started.

Pam writes books and travels to present at schools. Visit her web site for more information. http://www.pamflowers.com/ Pam also wrote an autobiographical accounting of the trip for older readers and adults titled Alone Across the Arctic.  Still an adventurer, Pam hiked the Appalachian Trail, approximately 5 million steps, with her black lab named Ellie. Look for a new book coming out about Ellie’s adventure.

Mushing on,

Martha

Fill Your Sled!

This sled is filled with book titles students read in one quarter.

Fill Your Sled! is the theme for my year as the Target® 2011 Iditarod Teacher on the Trail™.  I plan to give you ideas, lessons, activities, photographs, and messages to fill your sled with for your classroom. The Iditarod is a teaching tool, and you can look forward to information that’s going to help you use the race to teach those skills students are learning. I teach middle school language arts, but you’ll find lessons and ideas for all ages and all subjects. You may find a lesson for one subject lends itself to a different subject like I did with a physical education lesson by Terrie Hanke, the Wells Fargo 2006 Iditarod Teacher on the Trail™. We did the activity, then wrote a summary and evaluation of it.

And, you’re going to find that as you use this teaching tool, your classroom and personal sleds are going to fill with unexpectedly wonderful experiences and ideas. Share them with others during the year by sending them to Diane Johnson at djohnson@iditarod.com.

Start filling your sled with these three pieces of artwork. No need to worry about getting permission to use clip art! Created by Michele Turner, art teacher at my middle school, you may use them for educational purposes. Many thanks to Michele!

 I’ve used the sled dog as a group management tool in my sixth grade middle school classes. Each group gets a laminated paper with the sled dog on it. Inside the dog I wrote ON TASK. Under that, I wrote YES and NO, spaced apart from each other. As groups work, I move around the room, marking tally marks under the YES if the group is on task or NO if the group is off task. This maintains their focus or refocuses students without the teacher having to say a word. Mark with a Vis-à-Vis marker which wipes off easily.

Enlarge the dog or sled or team for bulletin boards or decorating the wall. My sixth graders fill a giant sled pulled by the dog with book titles they’ve read each quarter. The “books” they write on are small, laminated “books” which are cleaned and used for the next quarter of school. Your students could fill the sled with character traits, goals they set for themselves, or progress they make in any subject.  If your school still has an opaque projector (this is going far back in time!), use it to enlarge the artwork to gigantic proportions.

Here’s another classroom management idea. It’s important for students to have the correct materials for class with them and at hand. Make a written list of materials for your students, but instead of posting a “Materials” list for students to read and gather, post a list on your board called “Gear List” or, as I do, “Gear on Desk”. We talk at the first of the year about the importance of the mandatory gear a musher carries in the sled bag, why the musher must have these items and what might happen if an item is missing. See http://iditarod.com/pdfs/2010/rules.pdf, page 7 for the mandatory items list. Students connect this mandatory gear to the mandatory gear they need to have on their desk when class begins. Writing the items on the list reduces or eliminates time spent retrieving them from desks, lockers, within the room, or in the students’ notebooks. This list also helps students learn the value of organizing their notebooks and materials so they are quickly prepared to begin work, just as mushers organize their sled bags to eliminate wasting race time or dog care time hunting for that item that they knew they had somewhere, if they could just find it!

Mushing on,

Martha

 

 

Iditarod as a Teaching Tool

The Iditarod Trail Sled Dog Race™ as a teaching tool in the classroom captures students’ interest and maintains that interest so that the teacher has the opportunity to teach skills and objectives to engaged students. Teachers know that engaged students are easier to motivate, are more focused, and absorb the skills taught. The professional article here provides information regarding using the race as a tool in the classroom.  Iditarod in the Classroom

Lessons From Herb Brambley

(Under construction.  Links to be added soon.)

Lesson 1: Introduction to the Iditarod Sled Dog Race; Grades 2-8; Geography, Social Studies, and Science; This lesson introduces how climate relates to lifestyle and culture.

Lesson 2: The Alaskan Husky; Grades 4-8; Technology, Science; This lesson uses computer skills such as cutting, pasting, and saving a Word document as a vehicle to learn the unique characteristics of the Alaskan Husky. 

Lesson 3: Making Electricity from the Sun; Grades 4-12; Science, Technology, Geography, Environmental Education; In this hands on lesson students see how the angle of a solar panel in relationship to the sun’s rays directly effects voltage output.  The Internet is used to research the average hours of sunlight per day for locations across the globe.    

Lesson 4: Wilderness Survival; Grades 4-8; Social Studies, Environmental Education; Students actually build a debris shelter(or model) as they study the hierarchy of survival priorities.  Read Iditarod stories of survival from the book More Iditarod Classics.

Lesson 5:The Reason for the Seasons; Grades 2 -6;  Science, Environmental Education; Students learn about the tilt of the earth and the angle of incidents of the sun’s rays and explain the causes of seasonal change.

Lesson 6: Are We There Yet; Grades 5-12; Technology, Geography; Find out how far it is from your house to Alaska and how long it will take to get there driving, walking, or using public transportation.

Lesson 7: Why is Iditarod a Ghost Town ; Grades 4-12; Environmental Education, Social Studies; Students determine the best place to locate a village by evaluating several locations for available water resources, type of soil, signs of wildlife, and ease of travel.

Lesson 8: The Cold Hard Facts; Grades 4 and above; Technology, Science, Math;In this lesson students use an Excel spreadsheet to record temperature data from their local area and a location in Alaska.  They also use the graphing capability of Excel to create a graph that compares the 2 locations.

Meet Target® 2010 Iditarod Teacher on the Trail™Herb Brambley

Herb Bramblely, Target® 2010 Iditarod Teacher on the Trail™

Herb, along with his wife Jamie, who is a librarian, live in a log home they built and now share with 3 huskies, 5 cats, and a mule.  Herb is a K-6 environmental education and technology teacher at Southern Fulton Elementary School in Warfordsburg, Pennsylvania.  He is also a part time grant writer for the district and has been instrumental in helping the school secure more than $115,000 for the environmental program and the nature trail.  Herb says he has the best teaching job anywhere and also the biggest classroom, since his classroom is the 140 acre school property of woods and fields, which also includes a pond, wetlands, and several streams.

Before becoming a teacher, Herb had a variety of occupations.  He was a farmer, blacksmith, farrier, sawyer, machinist and tool and die maker.  Having these experiences has enriched Herb’s classroom by giving him the necessary background from which to draw upon in order to make real life situations a part of the curriculum in his classroom.  What better way is there to give meaning to learning other than to use the lessons to solve problems students may face once they are in the real world?  Herb was also a Youth Conservation Corp Crew Leader for the United States Forest Service at the Teton Basin Ranger District in Driggs, Idaho.  That was one of the most rewarding and fun jobs he says he ever had.  Imagine getting paid to experience the Tetons and all the adventures they provide and, at the same time, teach students how to care for a fantastic resource so that it is there for future generations.  Speaking of future generations, the next generation has recently been added to Herb’s family by way of a grandson Zeke, and a granddaughter Ella.

Herb also volunteers his time to several community organizations.   He has been treasurer for the local soccer club for 20 years, and because of his extensive experience playing and coaching soccer, he also is a clinician at soccer clinics for coaches.  After receiving the necessary training, Herb became a Trail Stewardship Coordinator for the Pennsylvania Equine Council.    His skill and experience in building and maintaining trail has also led to a volunteer position with the Mid State Trail Association as a trail maintainer.

One project Herb’s school will be participating in this year is the “Books to the Trail” program.  Schools involved in this program hold a fundraiser to help schools in need receive books.

When Herb isn’t coaching soccer you can find him working with his Huskies.  He recently acquired a dog sled and spent a major portion of his spare time last winter viewing the blue ridge mountains of Central Pennsylvania from the back of a dog sled.

If you ask Herb, there’s no better way to travel than dog sled and it sure beats the noise and toxic exhaust of a four-wheeler or snowmobile.

If you ask us, there will be no better way to spend the 2009 – 2010 school year than being on the Iditarod Trail with the Target® 2010 Iditarod Teacher on the TrailTM Herb Brambley.

Literacy Lessons by Cathy Walters, Target® 2009 Iditarod Teacher on the Trail™

Literacy Lessons by Cathy Walters, Target® 2009 Teacher on the Trail™

* These lessons support literacy goals. The lessons are brain based and often encourage students to move through music or be physically active.  The lessons can be easily integrated into curriculum content and although they are developed for ‘younger students’, the lessons are easily adaptable to other age levels.

Cathy’s lesson plans and articles require Acrobat Reader

Readers Theater

Grade Level: PK-Kindergarten: Readers Theater 1

First and Second Grade: Readers Theater 2

Language arts, reading, plays

Lesson Summary: Readers Theater is the reading of a text in a play-like fashion. This lesson includes 2 scripts.  The first script is geared towards pre-readers. The teacher reads the portion of the script that moves the story, and students respond with a refrain or simple lines that are repetitive and easy to learn. The second script is for written for first and second grade students. Although props and costumes can be involved in an elaborate Readers Theater, most involve the children simply reading the text with good fluency. By performing a Readers Theater, students are given an excellent reason to read, reread, and reread a text.

Worksheet: Pre-Kindergarten and Kindergarten Script
Worksheet: First and Second Grade Script
Polar Bears

Grade level: PreKindergarten, Kindergarten, Reading, Social Studies

Lesson Summary: After reading Polar Bears by Gail Gibbons students will complete an ABC or 123 dot-to-dot of a polar bear. The teacher will read the Polar Bear Fact sheet and students will point to the corresponding physical feature on their completed dot-to-dot polar bear. After all the facts have been read, students watch the National Geographic Video. The teacher then introduces the polar bear song to the children.

Worksheet: ABC Dot-to-Dot
Worksheet: 123 Dot-to-Dot
Worksheet: Polar Bear Fact Sheet
Worksheet: Polar Bear Song Sheet
Alaska’s Arctic Animals

Grade Level: PreKindergarten/Kindergarten, Reading/Social Studies/Science

Lesson Summary: During the study of Alaska’s Arctic animals and where they live students will be able to tell the teacher one cold fact about each animal. A cold fact is anything that tells how these animals survive in such a harsh environment. Two facts, for example, that help the willow ptarmigan survive are that he turns white in the winter (his camouflage) and that he grows extra feathers in the winter, even on his feet (for warmth). This information is reviewed and reinforced by playing the Arctic Animal Memory Game and Arctic Animal Bingo.

Willow Ptarmigan – Master of Disguise

Grade level:  PreKindergarten – 5th Grade, Reading, science, art

Lesson Summary: After conducting the toothpick experiment and reading Gone Again Ptarmigan,  students will see in this art activity how important camouflage is to Alaska’s state bird, the willow ptarmigan and other Arctic animals. (Other Arctic animals that change their coats or feathers with the season are the Arctic fox, the short-tailed weasel (known as ermine in their winter coats),the snowy owl, and the snowshoe hare. Polar bears keep their camouflage all year long!)

Worksheet: Ptarmigan Stencil
Iditarod in Rhyme and Song

Grade Level:  Pre- Kindergarten and beyond Language Arts, Brain based learning, movement, music

Worksheet: Iditarod Song Sheet
Worksheet: Iditarod Song Chart
Worksheet: Iditarod, Iditarod, A Dog Sled Race Song Sheet
Literacy and Fluency Instruction

Grade Level:  Pre-Kindergarten and Kindergarten, Reading Readiness

Lesson Summary: Students demonstrate understanding of an area that you are emphasizing in your instruction by circling or underlining on the “Five Little Huskies.” handout. For example, students can circle all the capital letters in the poem.

Worksheet: Five Little Huskies Poem
Sing to Read

Grade Level:  Pre-Kindergarten and beyond

Lesson Summary: Students will learn strategies to decode the word “Iditarod.” They will identify all letters by name and sound, place the letters in the correct order and orally read “Iditarod” as a sight word.

Worksheet: Iditer-cise Song Sheet
Worksheet: Iditarod Puzzle
Worksheet: Photo of Student in Action
Mush Art Lesson
Grade level:  Pre- Kindergarten and beyond Lesson summary:Students will observe Jon Van Zyle’s Iditarod art as well as some of his other work showing the beauty of Alaska. They will learn a song about Jon and then draw their own Mush! Art following a step-by-step format.

Worksheet: Jon Van Zyle Song Sheet
Worksheet: How to Draw a Husky
Worksheet: How to Draw a Musher and Sled
Where on the Globe is Alaska? (Language Arts, Geography)
Grade Level:  Pre-Kindergarten
Lesson Summary:Students will learn the location of Alaska on the globe and on a map, name bodies of water and countries to the north, south, east, and west of Alaska and learn one or two facts about the Arctic Ocean, the Pacific Ocean, Canada, and Russia

Worksheet: Where on the Globe is Alaska? song sheet
Worksheet: Where on the Globe is Alaska? Song Chart
Memory Map (geography)
Grade Level:  Pre-Kindergarten and Beyond, Social Studies, Reading
Lesson Summary: Location recognition
Worksheet: Daily Map of Alaska to Label
Hike! (Classroom Management)
Worksheet: Husky Stencil
Worksheet: Musher and Sled Stencil
RACE Necklace – Character Education

Grade Level:  Pre-Kindergarten and Beyond, Reading, Listening Skills, Spelling, Character Education

Lesson Summary: Students string beads in the order the teacher’s directions indicate.

Character Education Lesson Suggestions

Respect and Responsibility – Character Education
Worksheet: Respect and Responsibility Song
Attitude – Character Education
Worksheet: Attitude Song

These lessons were first posted on the website August, September, and October 2008, by Cathy Walter, Target® 2009 Iditarod Teacher on the Trail™, North Carolina

Visit this link to Cathy’s Idita-Tunes. Listen to the music.  View the lesson plans.