What’s an Average Leg?

2013-03-03 20.38.15-1Meanwhile Back at School:  This week we have been exploring mean, median, mode, and range.  This skill have been removed from the elementary curriculum by the Common Core, but for me, it’s still a great way to review the basic operations and it’s pretty essential to understand some of the data that comes out of the Iditarod.

So, this week we have been analyzing data galore.  We have calculated the mean, median, mode, and range of the overall winnings of some of the top mushers, ages of the mushers, and numbers of Iditarods they have run.

Attached you will find our culminating activity for this section of the unit. The students will determine what an “average” leg on the Iditarod is.  Half of the class will find the average leg of the Northern Route, half will find the average leg on the Southern Route, and then they will compare their findings.  They will then use this information to determine which route they would rather run on.  My students are usually spit on this decision, but their reasoning is always fascinating to hear!

What’s An Average Leg Lesson Plan

Tales from the Trail: Special Delivery

This year, two mushers will be carrying special packages on their sleds to make a special delivery in Nome.

In order to promote vaccine awareness, Martin Buser and Aliy Zirkle will carry vaccine from Anchorage to Nome.  Vaccines are given to children to help prevent various diseases.  This event is being organized by Lisa Schobert, Vaccine Coordinator and Dawn Sawyer, PA.  The I DID IT BY TWO: Race To Vaccinate program has been working hard to encourage people to have their children immunized.  The program has done several events to promote their cause including providing dog jackets for the Iditarod race dogs on start day, giving families mushing themed charts to track their immunizations, and many more.  The I DID IT BY TWO slogan is to remind families:

I  – Iditarod

DID – Did you know that children need 80% of their childhood vaccines by age 2?

IT – It can seem a little complicated keeping up with recommended immunizations, but the payoff is big!

BY – by immunizing your children on-time by age…

TWO!

Lisa tells me that she chose Martin Buser to help with the project because he has worked with the I DID It By Two group before and is a great spokesman for the campaign.  He will be carrying the DTAP.  This vaccine is given to children between the ages of  two months and six years.  The DTAP is a vaccine given to children to prevent diphtheria, tetanus, and pertussis (whooping cough).  The organizers think that with Martin’s playful personality, he may actually pass the vaccines off to other mushers to carry down the trail!  That would be in keeping with the spirit of the original serum run which was actually a relay.

Aliy Zirkle was asked to participate because Lisa wanted a front line contender, and with second place finishes in the last two races, Aliy certainly meets that criteria.  Knowing how competitive she is, Aliy will most likely put the vaccine in her sled and run her race!  She will be carrying Tdap vaccine which is used for adolescents and adults.  Tdap stands for tetanus, diphtheria, and pertussis and is used for people aged seven and older.

Each musher will get a box of ten vials to transport and they can package them however they would like to.  Each box weighs 2.3 ounces.  This made me think of the classic, “Can you package an egg and drop it off the roof?” science experiment.  So here’s a little Iditarod themed twist on that activity:  Protect that Vaccine

Here are some photos to share with your kids to show what the vials will look like:

The temperatures that the vaccines are stored at are very, very important.  If the vaccines are not kept between 35-46 degrees F they cannot be given to patients.  Lisa explained to me that if the refrigerator door is left open or someone goes in and out of the refrigerator a lot, the inside temperature can be affected.  They use a Data Logger to continually monitor the temperatures of the vaccines as they travel from one location to another.  The logger, which is similar to a thumb drive, can record temperatures for fifty-six days. Then when the vaccines and logger arrive at their final location, the data can be loaded onto the computer and the temperature information can be displayed in a graph form.  My class has been given a data logger to experiment with, but you can replicate this with a basic thermometer and a refrigerator at home or school:  Keeping the Vaccines Cold

Obviously, to many people, the Iditarod has come to serve as a reminder of the 1925 Serum Run.  That was not Joe Redington, Sr.’s main objective though. His main goals in establishing the race were to project the sled dogs and their role in the culture of Alaska and to save the historic Iditarod Trail.  The Serum Run definitely has a huge role in the history of Alaska and the history of the Iditarod Trail, so it’s kind of neat to see this event as a way to bring the message of the importance of immunizations to villages on the trail.  Here is more on the history of the race and the reasons it started from Katie Mangelsdorf:  Bustingmyth

The go-to picture book for kids to learn about the Serum Run is the Great Serum Race by Debbie Miller.  You can also join the Cleveland Museum of Natural History for a Distance Learning Program about Balto. I wrote about that here: LINK

The Cleveland Museum of Natural History has a great PDF file you could print to give some kids the story behind the Serum Run.  It even has a picture of the original vials to compare to the ones Zirkle and Buser will be carrying this year:  LINK

Here’s a Venn Diagram you could use to compare the Serum Run with the modern trip the vaccines will be taking with Aliy and Martin this year.  VennDiagram

For a writing piece, students could write and record radio spots, like public service announcements for the I DID IT BY TWO Campaign.

The official Press Release is here:  January Press Release – Vaccine

You can learn more about this project here:  LINK

I will have more information soon about other mushers who are “mushing for a cause” or using their Iditarod runs to bring awareness about causes near and dear to their hearts!

Shout Out Via Skype!

I have had a jam packed three weeks doing pre-trail Skypes with schools all over the country.  It’s been a lot of fun to talk Iditarod with kids of all ages and all levels of experience with the race via Skype in the Classroom.  One of main goals while I’m out on the trail is to try to connect with these schools live from the trail! I’m hoping to be able to share the energy and excitement of what I’m experiencing at the checkpoints with all my Skype schools and my own students.  I’ll also be blogging and reporting here, so be sure to check back frequently!

Here’s to all the classes who are going to be joining me on this adventure…. Hope to see you from the trail!

Ms. Hawkins’ Classes in Kentucky

Ms. Walsh’s Class in New Jersey

Mr. Grabowski’s Class in Ontario

Ms. Tousignant’s Class in Illinois

Ms. Whitman’s Class in New York

Ms. Castonguay’s Class in Maine

Ms. Whyte’s Class in Canada

Mr. Kersey’s Class in England

Ms. Baechler’s Class in Homer, Alaska

Ms. Carroll’s Class in Massachusetts

Ms. Worthington’s Class in Florida

Ms. Louk’s Class in Montana

Ms. Mitchell’s Class in Virginia

Ms. Pavlik’s Class in Ohio

Ms. Schneider’s Class in Minnesota

Ms. Avery’s Class in Arizona

Ms. Kilroy’s Class in Washington

Ms. Reagan’s Class

Ms. Crook’s Class in North Carolina

Ms. Kilpatricks’ Class in Massachusetts

Ms. Boynton’s Class in Indiana

Ms. Kress’s Class in Ohio

Ms. Phillips’ Class in Montana

Ms. Fox’s Class in Illinois

Mr. Johnson’s Class in Wisconsin

Ms. Skrdla’s Class in Nebraska

Mr. Redmon’s Class in Iowa

Ms. Coyne’s Classin New York

Ms. Youngers’ Class

Ms. Morphew’s Class in Arkansas

Ms. Doyles’ Class in Maryland

Mr. Jesser’s Class

Ms. Schuette’s Class

 

Tracking the Weather

“How cold is it going to be in Alaska when you are there?” is the question I seem to be asked most often these days. I decidedthemometer to get my students started on the task of tracking the weather in Alaska and comparing it to what is going on here in Baltimore.  We are creating a line graph of the daily temperatures at the start, around the middle, and at the end of the trail and here in Baltimore.  Each morning two students use a weather app to check the daily high in Anchorage, Galena, Nome, and Baltimore and then add the data to our ongoing graph.  We also decided to add a snowflake stamp to the graph to show the days it snowed!  Unfortunately, we have no snowflakes on the Baltimore data line yet!

It’s a great way to introduce or review line graphs and has led to some super discussions about what the freezing point is, what it means to freeze, and what conditions have to be in play for it to snow.

Another of my favorite things to do with graphing is to have students create a story to go with a graph.  It’s a great twist to present students with a graph that shows data, but no labels or explanations and then to challenge them to tell a story to explain the data.  Here is a lesson plan you can use to have students create Iditarod themed stories to explain a line graph or a pictograph:  The Story Behind the Graph

As always, I’d love to include some student stories in the Student Tales section of the site!  So be sure to send me your awesome Iditarod graph stories!

Tales From the Trail: The Junior are Training Too!

The story goes that a group of five to seven kids started the Junior Iditarod because they were less then eighteen years old and therefore couldn’t compete in the main race.  The first race was held in 1978 and there were actually two divisions that year; a junior division for ages 11-14 and a senior division for ages 15-18.  Ever since that first race, there has been only one division for ages 14-17.  The first year the juniors ran a total of 36 miles while the seniors ran forty miles.  My students were especially interested to hear that the person with the most wins – three consecutive – is Tim Osmar!  They refer to him as Monica’s Tim (we have been following her training all year).  And that the red lantern that first year was won by a young woman named Barbara Ryan, whose married name is now Barbara Redington (daughter in law of the founder of the Iditarod Joe Redington, Sr.)! Their jaws just about dropped.

JR LogoWe wanted to get a little background information about the Junior Iditarod, so we used the Junior Iditarod official rules [2013 Rules] to compare the race to what we already know about the Iditarod.  In partners, they read the Junior Iditarod rules carefully and hightlighted everything they thought made the Junior race different than the main race.  We discussed their findings and summarized them on a chart.  They knew most of the answers to the questions about the Iditarod, but it was a good chance to clear up a few questions they still had.  I also had to fill in some of the missing blanks from other sources.

Blank Chart            Completed Chart

There were a few things that were still unclear about after reading the rules, so we consulted with two people in the know, Barbara Redington, who ran the first race, and Lacey Hart, who has completed the race and will be serving as Race Marshall this year.

From Redington and Hart we discovered that there really are two checkpoints in the race.  The kids will leave the starting line and in about fifty-five miles will reach Eagle Song Lodge.  This is a checkpoint where you can stop and drop dogs or speak to a veterinarian or race judge, if needed.  Most of the mushers won’t stop there for an extended period of time.  From there it’s about 20 miles to Yentna Station Roadhouse and the extended, mandatory rest stop.  They will also pass through Eagle Song again on the return trip.

Nicole at the Start of Her First Race!

Nicole at the Start of Her First Race!

We got the chance to interview Nicole Forto, the very first musher to sign up for the Junior Iditarod this year!  I tried to encourage the boys to find a new way to interview her… but our standard movie interview won out!  She sent us a great reply you can read below the video.

Nicole’s Response

You can learn more about Nicole and her family at Team Ineka here:  Team Ineka

We will be bringing you lots more news from the Junior Iditarod!  We have an interview set up with Lacey Hart to learn all about the job of a Race Marshall, and we’ll be checking in with Nicole monthly to see how things are going with her training!  Stay tuned!

Skyping with Squid Acres

Just a quick comparison:

Baltimore time:  1:30pm    Squid Acre time:  9:30am

Baltimore temperature:  51⁰F    Squid Acre temperature:  0⁰

It’s a distance of 4, 152 miles away from us and would take us 2 days and 23 hours to drive there.

But with Skype, we could connect in a matter of minutes! 

Cody on Skype

Using Skype in the Classroom is an amazing way to bring the world to your doorstep and to take your class on field trips that would otherwise be impossible.

Last week we were lucky to Skype with Paige Drobny and Cody Strathe from Squid Acres Kennel.  Cody will be running the Yukon Quest this year and Paige will be running her second Iditarod.  It was 0⁰ at their kennel outside of Fairbanks, they were expecting a storm and hoping to get some snow, while we were sitting in our short sleeved shorts and watching the orange leaves blanket the playground.  It’s hard to believe how two places in the same country can be so very different!

Paige and Cody introduced to us to lead dog Scout, who very patiently allowed himself to be dressed in a harness, booties, and coat while my boys watched.  We looked carefully at his coat and paws to see how he has special adaptations that allow him to thrive in the Arctic environment.  We also got to see Paige get all dressed up in her gear.  We were so surprised how much bigger she looked once she was dressed to go mush!  We could barely recognize her!  She needs a lot of gear to stay warm on the trail. Cody showed us what was in his sled and some of the supplies he carries on the trail during his races.  We even got to see our buddy Scout join his team and lead them off out of the dog yard and out on a run!

It was a fantastic experience!  The boys were excited to see many of the things we talked about happen live and in person.

Squid Acres offers Skype lessons on several topics including Sled Dog Diets, Sled building,  Adaptations, and the Yukon Quest and Iditarod.  They are booked for this year, but be sure to check back with them next fall. You can see their Skype in Classroom lessons here:  Squid Acre Skypes

Check out their AMAZING website here:  Squid Acres Kennel. They have some great dog biographies and videos that you can share with your students.

We will be cheering them both on in their races this year!  We’ll especially be looking to see if Scout is in lead!

Tales from the Trail: More Monica!

“Did you hear from Monica?”

“Did you tell Monica about our plan yet?”

“Did she see our video yet?”

“Does Monica have snow yet?”

It seems like a day doesn’t go by without someone in my class asking about Monica.  (The Brady Bunch episode where the other two sisters complain about “Marcia, Marcia, Marcia” goes through my head at least once a day.  “Monica, Monica, Monica.”  Only no one in my room gets it but me!)

My students have taken their task to introduce the world to Monica Zappa and keep everyone up to date on her progress very seriously!

Our first task was to come up with a list of interview questions to prepare for her.  The boys brainstormed in teams things they would like to know and then we whittled the list down to sixteen questions. The boys each wrote out a question on a card, and we create a movie trailer to send her.  You can see the trailer here:

Monica did an amazing job responding to the kids!  Her response is here:  Monica Q & A

I hope you and your students enjoy getting to know Monica a bit better!

As for her training, she reports there is no snow yet….  but with reports of a foot of snow in Denali,  it can’t be too far away.

We will check in with her again in a few weeks to see how things are going!

Filling the Dog Yard!

One more idea for room set up as the summer starts to wind down….

I am calling my classroom the 3A Dog Yard these days…. for reasons that I am sure you can understand!  To get my students in the Iditarod Spirit from day one and as a way to get to know each other, we create these puppy glyphs on the first day of school.

Glyphs are a pictorial form of data collection.  You might be reminded of “hieroglyphic” and think about picture writing.  My kids are always interested in “real life” examples of glyphs – like dentists who record cavities on a a picture of teeth or a chiropractor who records aches on a skeletal picture.  The glyphs allow doctors to record and analyze data more quickly.

My hallway bulletin board greets my students looking like this:

???????????????????

The students create the puppy glyphs by answering questions about their interests and study habits and then cutting and pasting the pieces according to their answers. When they are finished, they get added to the bulletin board.

Following a discussion about how mushers and kennel owners sometimes name their litters in themes, we choose a litter theme, name the puppies and then create an information sheet about the puppies that gets bound together in a classroom book.  You can see our book about the Breakfast Cereal Litter from last year here:  http://www.youblisher.com/p/482033-Meet-the-Puppies/ 

Here are hints you might want to know:

1. I didn’t create the image for my bulletin board!  I borrowed it from the Mush with P.R.I.D.E. coloring book you can find here:  http://leppro.com/portfolio/pdfs/source/MusherBook.pdf

2.  The online version of our book was made with Youblisher:  http://www.youblisher.com/

kerpoof pic3. My friend, middle school science teacher Laurie Starkey, did the same project with her kids digitally using Kerpoof Studio:  http://www.kerpoof.com/

illustmaker pic4.  Older kids might enjoy making a digital musher avatar instead of a puppy.  Illustrator Maker has a lot of good choices. They could use types of headgear, items held, and even accessories as the responses to the questions:  http://illustmaker.abi-station.com/index_en.shtml

5,  You could also use these activities to show answers to a set of problems instead.  In that case, the design of the picture would be determined by the correct answers to the problems.  It could be a fun way to review a topic!

6.  Click here for the full lesson plan:  Filling the Puppy Yard 2.  Click here for the glyph pattern:  Puppy Glyph Patterns.

Hope your room setup is going well!  I am headed in on Wednesday to get mine started!

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 . . .

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 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

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

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.