Glogster – The Iditarod, Machu Picchu, and Denali

"To travel is to take a journey into yourself."     - Danny Kaye

“To travel is to take a journey into yourself.”
– Danny Kaye

Many teachers always comment that they want to incorporate the Iditarod all year, but they don’t know how.  As a result, the Iditarod makes it into their classroom for a small amount of time.  It is very possible to teach the Iditarod year round while still teaching your other curriculum.

My students are currently studying the Maya, Aztec, and Inca civilizations.  During this unit we take a look at the history of Machu Picchu in Peru.  Many hike the 26 mile Inca Trail to the highest point, 4200 meters, Machu Picchu.  My class did some comparing and contrasting of Machu Picchu and the Iditarod.  We also added a third adventure, climbing Denali.

This lesson was done using the online tool, Glogster.  Glogster is a type of social networking site in which you create and share Glogs.  A Glog is an interactive poster that includes text, images, audio, video, etc.  Glogster can be used in a variety of ways in the classroom.  A couple different ways to use Glogs are having students create an interactive poster as a unit project or a teacher generated lesson.  For this topic, I created a lesson for the students to complete in groups.

Photo Sep 08, 8 31 38 AMAt the top of the Glog the assignment is posted clearly for the students.  The assignment is to view the Glog, making sure to click on all the links, images, and view all video clips.  When they are finished they are to individually answer two writing questions; 1. What do you feel all three adventures have in common?  Defend your answer with facts from the Glog.  2. Which adventure do you feel is the most challenging?  Defend your answer with facts from the Glog.  Check out the Glog here.

Photo Sep 08, 8 31 54 AM

With some glitches here and there with Internet connections, this lesson took three days.  We will then have a class discussion over the three adventures.  Our final task will be to get the perspective of someone who has climbed a mountain and has done the Iditarod.  Our class rookie musher, Cindy Abbott has summited Mt. Everest and has attempted the Iditarod twice.  We will ask her which was more challenging for her and why.

Glogster is a great way to incorporate technology into your lessons.  You are able to add so much more to your lessons.  My students are looking forward to creating their own Glogs.

International Sled Dog Race

The formal name of the race we all know as the Iditarod is the Iditarod Trail International Sled Dog Race.  And it truly is an international pool of mushers this year.  A quick look at the musher list shows seven different countries (US, Norway, Jamaica, Canada, Australia, New Zealand, Sweden) and seven different states (Alaska, Illinois, Michigan, Minnesota, California, Montana, and Washington) represented!

There is quite a Norwegian influence in this year’s race.  There are five Norwegian mushers competing in the race led by two time Iditarod champion, Robert Sorlie.  Robert Sorlie first entered the Iditarod in 2002 when he finished in ninth place.  He returned to complete in 2003 and 2005 when he won.  His most recent entry was 2007 when he finished in twelfth position.  To compete this year, Robert Sorlie will be travelling about 3,967 miles from his home in Hurdal, Norway to Anchorage, Alaska.  According to his blog, Robert and his dogs will leave home on February 17th, land in Seattle in February 19th, and then travel to Alaska by air from there.

I’ve been trying for a while to find some information about the history of mushing in Norway, and the best I can discover is that it spread to Norway around the start of World War 1 as a way to deliver supplies to soldiers in the field as well as for nature tours.

Now, if Curt Perano was to travel from his kennel in Roxburgh, New Zealand to Anchorage, he’d have to travel a whopping 7,715 miles!  Lucky for him, he is staging his race season out of Willow, Alaska.

An easy way to give your kids a visual of where in the world the mushers are coming from, have them checkout the musher list and have them color in all of the represented locations on a map. Here’s a cool one I found that features both the states and the rest of the world:  http://www.travelsworlds.com/wp-content/uploads/2013/12/printable-world-map-with-countries-and-statesblack-white-world-map-with-countries-us-states-and-canadian-cej7ukat.jpg

Tales from the Trail: Eight Gold Stars on a Field of Blue

Stories from the Trail:  Eight Gold Stars on a Field of Blue

alaska_02_256Eight stars of gold on a field of blue -
Alaska’s flag. May it mean to you
The blue of the sea, the evening sky,
The mountain lakes, and the flow’rs nearby;
The gold of the early sourdough’s dreams,
The precious gold of the hills and streams;
The brilliant stars in the northern sky,
The “Bear” – the “Dipper” – and, shining high,
The great North Star with its steady light,
Over land and sea a beacon bright.
Alaska’s flag – to Alaskans dear,
The simple flag of a last frontier.


Alaska State Song

Very few state flags have the story behind them that Alaska’s flag does.  In 1927, The Alaska Department of the American Legion decided to sponsor a contest for students to design a flag to represent Alaska.  Each town set up a panel of judges to judge the designs at a local level and then choose the best ten to be sent to Juneau for the final judging.  Some of the designs sent to Juneau featured polar bears, some featured fishing and mining, and many featured the territorial seal.  But the winning design that became the flag we know today was designed by a thirteen year old Aleut student named Benny Benson who was living in an orphanage in Seward at the time.  In addition to having his design made into the official flag, he won a gold watch and a $1,000 towards a trip to Washington, DC.

In this lesson, the students will discover the story off Benny, his flag, and the meaning behind it and then will create their own flag to represent their classroom.

Alaska Flag Lesson

Tales from the Trail: Neither Rain, Sleet, Nor Snow The Mail Must Go

“Always striving to find ways to get the trail recognized, another idea was hatched at one of the many meetings.  The Iditarod Trail was a mail trail, so why not have each musher carry mail?  An arrangement was made with the U.S. Postal Service to carry cachets, packets of letters, over the Iditarod to Nome.  Joe [Redington, Sr.] asked his artist friend, Bill Divine, if he would design an Iditarod Trail Logo for the envelopes.  These would be postmarked in Anchorage and Nome and used as a fund-raising project.

At a prerace meeting this idea was presented to the mushers.  Surprisingly, it was met with some resistance.  There was already enough to do.  Carrying mail was too much to ask.  Joe did not react, he responded in a good way, and came up with a solution – ‘I’ll carry yours,’ was all he said.

‘He was one of a kind,’ said Norman.  ‘Joe had such a unique, easy way of looking at things.’

His positive attitude turned the whole negative thought around.  To have the U.S. Postal Service support the Iditarod Race added credibility, recognition, and needed funds.  And Devine’s logo became the official Iditarod logo.”

From:  Champion of Alaskan Huskies by: Katie Mangelsdorf

 

This summer I had the opportunity to be a member of the Teach it Forward Program with the Smithsonian American History Museum.  During the program, we learned strategies for teaching with objects as a way to get kids to relate to history.  Our challenge was to choose an object in the museum’s collection and develop a lesson around it.  I was really excited to join this program – and I had visions of getting to see and work with the Libby Riddles sled, and DeeDee Jonrowe’s humanitarian award and coat. I know that these objects are a part of the Smithsonian’s collection, as I had a chance to meet Jane Rogers, the curator of sports, last winter when she came to the Iditarod Conference for Educators to learn about the race and gather objects for an upcoming display.   You can read more about Jane and the upcoming exhibit here:    http://finalistsforteacheronthetrail.wordpress.com/jennifers-journal/monday-evening/

This second link includes an activity that challenges the students to decide what objects they would place in the Smithsonian’s exhibit.  http://finalistsforteacheronthetrail.wordpress.com/2013/02/27/libbys-sled/

But, it turns out the Iditarod objects are still in storage and not ready for display yet. I was disappointed, but in a way, it turned out to be a really cool disappointment because it forced me to get more creative and I discovered something really cool!

It turns out that the Smithsonian has a second sled it its collection, an Alaskan mail sled, which is housed in the National Postal Museum.

My next challenge was to tie that sled in to the Iditarod, which I was able to do.  The Iditarod Trail was originally a mail trail and the modern mushers honor that history by carrying mail cachets down the trail every year.

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So I was able to use several objects in the Smithsonian’s collection: a sled, some photographs, and stamps and pair them with some Iditarod Trail Race mail cachets as the basis for an inquiry based lesson.  The lesson allows students to discover the connection between the Iditarod Race and the Iditarod Trail as a historic trail.  They also discover the reason why mail cachets are one of the mandatory items carried down the trail by the racers. It was a fascinating process. I learned a lot!  Special thanks to authors Katie Mangelsdorf and Helen Hegener who graciously allowed me to use portions of their books with this lesson.

Here are all the materials needed for the lesson… Enjoy!

Smithsonian Sled Lesson

Mail Sled Lesson Materials

Sled Dogs of Denali

One of the big parts of our Social Studies curriculum in third grade is the study of our National Parks as a subtopic of our study of Fifty States.   Alaska is the home to 15 national parks, preserves, monuments and historic parks.  The Park Service in Alaska also oversees 49 National Historic Landmarks and 16 National Natural Landmarks.  The Park Service is rich in resources that you can use in your classroom to help you and your students as you explore the vast, amazing state of Alaska.

In the past couple of weeks we have been lucky enough to Skype with park rangers from two national parks, Yellowstone and Denali. The Yellowstone Skype is a fantastic way to introduce the concept of National Parks and their importance in our world.  Skypes with a Yellowstone Ranger can be arranged through Skype in the Classroom:  Yellowstone Ranger

One tie into the Iditarod Race is Denali National Park which is home to the nation’s only team of sled dogs who actively patrol a national park.  Sled dogs have been crucial to Denali’s operations since its founding in 1917 to assist rangers in patrolling the backcountry of the park. After World War II, airplanes began to replace the dogs and due to budget cuts, the dogs completed their service in 1949.  But, by the 1970’s they were again being used.  Today they are crucial to the park as much of the park has been declared wilderness and therefore cannot be patrolled by motorized vehicle.

Today the dogs are a cultural resource that helps to preserve the historic and natural resources in Denali.  The teams average 3,000 miles a year on patrol and greet and interact with about 50,000 visitors to their kennels each summer.

denali sign

Denali offers an amazing Distance Learning program via Skype called The Science of Sled Dogs.  The rangers will teach the students about five adaptations sled dogs have that allow them to survive in the subarctic:  tongue, fur, foot pads, circulation, and tails.  The kids quickly discover that these characteristics are ones that mushers also look for in their sled dogs.  The rangers lead the kids through two mini science experiments so that the kids can get a strong grasp of the concepts.  They also teach them about the positions in the dog team and the qualities each team member needs to have to help the team succeed.  The program materials include lessons to use with the kids before and after the Skype session.

You can find more information about Denali’s Distance Learning Program here:  Denali Distance Learning

A great way to get your students involved in the National Parks is by challenging them to collect Junior Ranger Badges from various parks as they tie into your curriculum.  The Junior Ranger program is a program offered by the National Parks that awards students special badges or patches for learning about and protecting National Parks.  Many of the parks require students to be on site to complete the program, but some will allow students to complete the program through the mail or over the internet and will send badges to the school for the students.  During the course of a year, my class usually collects ten to twelve badges as class projects that tie directly into our curriculum, another nine or so as extra credit monthly at home challenges, and two in person on field trips!  We keep track of our accomplishments on a bulletin board and the boys are always anxious when a new badge arrives!

Here is a lesson plan that includes lots more information about Alaska’s National Parks and the programs they offer (including Junior Ranger Badges):  Alaska’s National Parks

Going North – The Rush Is On!

In September of 1898, the “Three Lucky Swedes” discovered gold on Anvil Creek, founded the Nome Mining District, and started a new rush to the North.  By 1898, Nome had a population of 10,000, many of whom had arrived for the Klondike Gold Rush.  When gold was discovered on the beaches of Nome, the rush was on and thousands more people poured into Nome.  By 1900 a tent city on the beaches reached for thirty miles from Cape Rodney to Cape Nome.

The Nome Gold Rush was different from other rushes due to the ease with which the gold could be obtained.  It was literally lying on the beaches!  Initially, the gold was gathered by panning.  Later in 1899 human powered slucies and rockers were employed.  By 1900 small machines with hoses and pumps were in place, and around 1902 big companies took over.  The mining season was short, claims could only be worked from June to October.

Nome City obviously still exists, and among other things, marks the end of the Iditarod Trail and the end of the Iditarod Sled Dog Race.  The estimated total amount of gold recovered from the area is thought to be around 112 metric tons.

We have been having our own gold rush in 3A.  We have been learning about the Alaskan Gold Rush and even did our own gold panning simulation!  I picked a chilly day and filled our buckets with freezing cold water just to make it a little more authentic!  It was great dirty fun!  In fact, one of the parents shared with me that his son has decided to move to Alaska and search for enough gold to start a kennel to train for the Iditarod!

Lesson Plan:  Going for the Gold

Balto Lives WHERE?

Did you know that Balto currently resides in the Cleveland Museum of Natural History?

After the famous Serum Run, Balto quickly achieved hero status and traveled all over North America.  Eventually Balto and his teammates were sold to a vaudeville show owner in California where they were mistreated.  George Kimble, a businessman from Cleveland discovered the dogs living in squalor and organized his hometown to save the dogs.  They were moved to the Cleveland Zoo where they were well loved for the rest of their days.  Today, Balto’s preserved body is on permanent display at the Cleveland Museum of Natural History… and in fact… a new display is being planned around Balto as we speak!

While there isn’t an Iditarod Trail Sled Dog Race tie to Balto directly, there is definitely an Iditarod Historic Trail tie in… and it’s a wonderful story to boot!  Contrary to popular belief, the Iditarod race was never meant to commemorate the Serum Run of 1925 where the lifesaving diphtheria serum was carried to Nome by dog sled.  Joe Redington, Sr.  founded the race to both commemorate the Iditarod Historic Trail and to save the sled dogs who were being systematically replaced by snowmachines.

Still, the Serum Run is a part of Iditarod Trail History and the Cleveland Museum of Natural History has a wonderful distance learning program developed around Balto!  I introduced the story of the Serum Run to my boys with the book The Great Serum Race:  Blazing the Iditarod Trail by Debbie S. Miller.  This book has amazingly beautiful pictures by Official Iditarod artist, Jon Van Zyle.  We also talked about the idea that many people believe the Iditarod race is based on this historic event, but we reviewed Joe Redington, Sr.’s real motivation for starting the race – preserving the huskies and the historic trail.

On our assigned day and time, we connected with the museum where our guest teacher Lee Gambol led us through the program.  We learned so much more than just the story of the Serum Run and how Balto ended up in Cleveland.  We learned about the difficulties the mushers faced, we learned about the art of taxidermy (Did you realize they take the animal’s skin off and put it over a sculpture of the animal?  I’m not sure what I thought happened, but that wasn’t it!), we learned about Balto’s life after the event, and some history of the time period.  It was fascinating for the students AND the teachers!

2013-10-23 14.02.39

When you make arrangements for your “trip” to the Cleveland Museum of Natural History they send you a big blue kit full of hands on materials to share with the kids.  The kit includes modern day attire (snowsuit, boots, gloves, hat) so that they can compare them to historic photos of the Serum Run mushers, a husky skull so that the students can look at the teeth to learn what kind of eaters the dogs are, booties and harnesses.  One of the harnesses is even people sized so that the kids can try it on and see what it feels like to pull!  It was great for showing the boys where the dogs feel the pull of the weight of the sled in their bodies.

We followed up the program just with a class discussion about Balto, but you could easily follow it up with a more in depth study or a writing assignment.  My kids are still convinced that Togo got the raw end of the fame deal! Togo by Roger J. Blake is a great book to share for Togo’s story.   We also had a fascinating discussion of the Disney movie Balto and why so much was changed for the movie.  Just look at the pictures The Real Balto (picture link) and the Disney Balto (picture link).  The biggest change as far as the boys were concerned was that Balto actually never had any offspring. He was “fixed” early on because he wasn’t viewed to be a great enough dog to breed!

You can find more information or book your Distance Learning Trip here:  http://www.cmnh.org/site/ClassesandPrograms/SchoolPrograms/AtYourSchool/DistanceLearning/CMNH.aspx

The Adventures of the Traveling Quilt

We have been fortunate enough to host one of the Iditarod Traveling Quilts for the first month of school.  The Traveling Quilt program began when the first quilt was created in 2005 and since then has grown to 11 quilts that zig zag the world bringing the race and its ideals to more than one thousand students a year.

DSC_0429We were really excited to get to be the first class to host Quilt 11, especially since the top right hand square was created in our classroom last year!

The timing of the quilt’s arrival in our classroom was perfect as we were able to use the travels of the quilt as we learned and practiced using latitude, longitude, and map scale.  We located each of the quilt’s stops on a US map. I’m not sure if you’ve ever used National Geographic’s Interactive Map Maker, but it was perfect for this project. http://education.nationalgeographic.com/education/mapping/outline-map/?map=USA&ar_a=1

I pulled up a one page US map that I could personalize on the Smartboard. We were able to drop pins on the quilt’s stop and then use the scale to calculate the estimated distance traveled.  When we did all of our calculations, we were surprised to see that our quilt will actually travel about five times as far as the Iditarod itself!  I’ve attached the geography sheet that goes with Quilt 11 and a blank one if you are hosting one of the other quilts.

In order to share the quilt with other classes in my school, I asked for volunteers to serve as Quilt Tour Guides.  Interested 2013-09-23 08.41.11boys filled out an application, and once selected, they worked together to plan their presentation and then took their show on the road to kindergarten, third, and fourth grade classes in the building.  They were really proud to become experts and share their knowledge with others!

If you are interested in finding out more about the quilt program, check out the Traveling Quilt Blog here:  http://travelingquilt.com/

Resouces:

Quilt Tour Guide Application

Quilt Map Skills Sheet

Quilt Map Skills Sheet BLANK

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.     

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

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.