Today I learned a new meaning for “walk a mile in my shoes,” literally.

Under the direction of Sara Lamont, a kindergarten teacher from Wasilla, Alaska, the other two finalists and I ventured to eastern Anchorage to visit the Alaska Botanical Garden. Because the trails are snow covered, we had the opportunity to do something that was new to all three of us—snowshoe! At first I pictured the large wooden snowshoes I’d seen hanging in ski lodges and many New England restaurants. Soon, I discovered we’d be using “modern” snow shoes that were fairly easy to put on. You simply slide the toe of your boot into two looped areas that adjust like ski boots, snap a back strap around your boot, and you’ re ready to go. It’s just like hiking, but in the winter. I’d always wanted to snowshoe, so I was psyched.

It was a warm day in the lower 30s, but rather cloudy. A perfect day for snowshoeing I’d say. No one else was around, so we had the Botanical Garden all to ourselves. Upon entering the gate, we saw a wooden map of the area. Sara told us we’d be taking a trail that was a one mile loop, called Lowenfels Family Nature Trail. I asked about the warning sign next to the map—the one that said to watch out for bear and moose. She quipped, “Oh, the bears are hibernating.” She didn’t say anything about the moose.

Soon we came to a bend and saw a large metal fence and a sign that explained that the Iditarod Trail lay beyond and to watch out if crossing. It’s used for dog sledding in the winter. As a matter of fact, part of the eleven mile trek from downtown Anchorage to Campbell Airstrip on Ceremonial Start Day borders the Botanical Garden.

There were several signs along the trail to read about the plants. Unfortunately, the flora was covered with snow. I guess I’ll just have to come back in the summer! Until then, if you’d like to learn more about the Alaska Botanical Garden, visit their website at: http://www.alaskabg.org/index.html.

I can truly say the Alaska Botanical Garden is a gem of serenity in hubbub of Alaska’s largest city. As we continued to snowshoe, we enjoyed the quiet beauty of Alaska. We looked for signs of animal activity in the snow by way of tracks, and even had a little childhood fun. Someone, who shall remain nameless, got a little mischievous with snowballs, and I just had to make a snow angel!

Today’s challenge made me take pause and think about the trail I am on in life. It made me remember that it’s important to embrace the quiet, enjoy the company of other people, take time to observe the small things, and enjoy being playful!

Enjoy my picture video AND, if you get a chance to snowshoe, do it!

Video:  Challenge:  Walk a Mile in My Shoes

Lesson Plan

Science and Math, Grades 5-8,  H.S. Physics (extension), and grades 2-4 (extensions)

Summary:  Students learn the science of snowshoes and how to make snowshoes in an emergency.

I use a cross-curricular approach to teaching the Iditarod.  I begin this unit in January using many of my own photographs and personal knowledge of Alaska (I’ve been there several times and LOVE it) Language arts includes the children reading chapter books such as “Balto”, “Stone Fox’, and “Snow Dogs! Racers of the North” and comparing and contrasting what makes each dog and each musher successful—perseverance, courage, determination, etc We also read “Granite”, “Togo”. “Akiak”, and “Big enough Anna”. Creative writing is used regularly: if I could be a musher… and similar ideas.

We use map and geography skills to track the route of the race and the terrain over which the mushers travel. Each child selects a musher about whom he will learn in January. They go to web sites to see and learn about the musher and the dogs. Letter writing skills are taught to prepare for writing to the mushers prior to the race. During the race each child charts and graphs his mushers progress Math skills are used daily as teams change sizes and miles are crossed; we also do an Iditarod problem of the day—a challenge math activity to develop problem solving skills which I create each year using actual musher information. Photos from Iditarod calendars of past years and Iditarod souvenirs are on display to motivate the children. We design Iditarod posters of our own and have booty races—putting booties on large stuffed dogs in the classroom.

This is a popular unit each year and older students come back often to catch up on Iditarod news. It is the unit I most enjoy teaching.

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We’d like to introduce the finalists to you and invite you to follow the interview and selection activities during the next several weeks by checking back at this website for future articles.

Martha Dobson

A lifelong North Carolinian, I am married with three children, a middle school teacher for eight years, and a person for whom challenges are a chance to do the unusual to experience life. A quiet leader, I understand the value of listening, observing, and then taking action.

I hold a bachelor degree in psychology and a middle grades teaching certificate from Meredith College in Raleigh, NC. Over the years I have taught public school, returning to the classroom eight years ago, volunteered extensively in the community through Girl Scouts and service organizations, and traveled within the United States and abroad. Since 2005, I’ve traveled to Alaska five times for the winter and summer Iditarod teacher conferences and vacation, volunteered at the 2006 and 2009 races, and visited five kennels.

In 2005, teaching brought me to the Iditarod, and the bug bit, hard. I discovered the race’s lure and its challenges, and when I learned about the Teacher on the Trail position, I set application for the position as my goal. As Iditarod mushers are closely acquainted with perseverance, I also have become a close and personal friend of this character trait through the application processes for the 2009 and 2010 races, and now the 2011 race.

Riding in the ceremonial race start as an Idita-Rider was the highlight of 2005 for me, the quiet greenway, and only the shushing of sled runners and the jingle of harness to be heard. It was a small taste of what the race could be.

Iditarod hooks students because of the dogs and the uniqueness of the event and Alaska and, students learn, in a unique way, the skills necessary for success.  Borrowing from Professor Randy Pausch (1960- July 2008), Iditarod is a great “head fake” because students are so interested in the race they don’t realize they’re learning educational skills. I’ve seen Iditarod reach students when little else has, and create success for those with limited success. I love introducing them to the uniqueness of the race and Alaska and seeing them come to appreciate a lifestyle so different from their own.

View one of Martha’s lessons, How Cold is It? Temperature 3 Line Graph

Students will accurately plot temperature lows on a graph using dates and temperatures. Students will connect each location’s temperature to create a line graph, creating a 3-line graph, and write a summary of the data. 5th to 8th Grade, Math

Blynne Froke

It seems like Blynne Froke has been on the go her whole life. She was born in Canada and emigrated to California and every summer involved a car trip back home. When her father was sent to Venezuela for work, Blynne went along to start high school. It took seventeen years and three states to complete her college education, but she didn’t give up.

Summer 2007 found her back in South America with her brother working in Bolivia. For the last thirty years though Blynne has lived in rural northern California where she raised two beautiful daughters with husband, Mike and an ever growing assortment of dogs and cats.

After teaching English at the junior high level for almost 12 years, Blynne decided she was up for a real challenge and as is common in her life an opportunity presented itself.  Community Day School is a contained last chance classroom for students that have been expelled. Now she is teaching everything from P.E. to Physics to British Lit.

It seems like challenge has been a commonly sought after theme in Blynne’s life and these students would not disappoint. Her signature use of patience and passion seemed to work for many, but something more intense was needed to draw in these very needy students and she was on the search again. By chance Blynne read a book about the Iditarod and shared it with her students. They shared her excitement. That was three years ago. What started as a half an hour read aloud turned into a cross-curricular thematic program around what she saw as the most important themes of goal-setting, planning, personal responsibility, problem solving and stewardship. It has found such fertile ground as to graduate twice as many students as before.

Blynne has embraced challenge not only in professional life, but in her personal life as well. What started as a whim, a couch to 5k running club, turned into another great passion. Three years and a hundred pounds later, she has completed two half marathonsand is training for a third.

View one of Blynne’s lessons,  Heroes of the Iditarod, A Living  Wax Museum.

Lesson Summary:  Students learn about an individual hero of the Iditarod and create a “wax museum” display.  This is an excellent culminating activity suitable to Open House Night.  Grades 5 and up, History, Social Science

Sally Simon

Sally Simon is from Westchester County, New York where she is an enrichment/gifted and talented teacher in the Hendrick Hudson School District. Her teaching duties are split between two schools: Furnace Woods Elementary School and Blue Mountain Middle School where she teaches advanced 6th grade math. Sally is also the video club advisor at the middle school which is pioneering a broadcast studio this school year. She feels fortunate to be in a position to create her own standards based curriculum, and has capitalized on using the Iditarod across the curriculum in every area from math and science to writing and social studies. While attending the Winter Conference for Educators in 2009, Sally, a self confessed “techie,” sent the 2009 Iditarod experience back to her students using a daily blog, and audio/video podcasts. She believes “to be a good teacher is to expose students to the world and guide them in their interpretation of it.”

The excitement of following a dog sled race is what first interested Sally in teaching the Iditarod. However, she soon discovered the Iditarod is not only an event, but a lifestyle rich with lessons to be learned: Alaskan culture, the spirit of the people, the history of the race, creative problem solving, character education, and life skills to name a few. This year, Sally is developing curriculum themed on a critical aspect of the Iditarod, TEAMWORK, for both her school and local community organizations.

Sally and her husband Gary have been married for twenty years and have two sons, 12 and 14. They share their home with three dogs, a legion of chipmunks, and a family of deer who call their backyard home. As a family they are active in the community through their schools, church and community theatre. They also share a love of travel and have visited many places in the USA, Canada, Mexico, Guatemala, Europe, and Costa Rica. In her spare time, Sally enjoys reading, fencing, acting in and directing plays, home decorating and playing games with her kids.

As a finalist for 2011 Target ® Teacher on the Trail,™ Sally’s goal is to make the Iditarod a meaningful learning experience for a greater number of people including senior citizens, community organizations, youth groups, and colleague

View one of Sally’s lessons,  It Takes a Team: Iditarod Volunteers

Lesson Summary:  Using the cooperative learning strategy of jigsaw, students learn the roles of various Iditarod volunteers.  Grades 3 – 8, English/Language Arts

****  Read more about the finalists at this link! (by Gypsy the K 9 Journalist)

Kim Busch, Montana

Kim is a 4th grade teacher.

Kim is applying for this position because, “I believe it is important to aspire to be the best you can be;  Target® Iditarod Teacher on the Trail™ is an opportunity to touch lives all over the world.”

Sample Lessons:

The Iditarod Trail Sled Dog Race: The Big Book, Language Arts/Social Studies/Geography:  3rd Grade and Beyond:

Students research the different aspect of the Iditarod Trail Sled Dog Race. Students write informational paragraphs and/or reports. Final products are published in a class big book.

Click here to view the lesson.

Determining Importance in Nonfiction: Fact – Question- Response, Language Arts/Social Studies:  Grades 4, 5, 6, and Beyond, depending upon on reading level

Student use F-Q-R Think Sheets to record significant facts and ideas, track questions that are generated during the reading, and reflect on their learning with feelings and opinions.

Click here to view lesson plans.

Click here to view the Fact-Question-Response Work Sheet.

Amy Dahmus, North Dakota

Amy teaches 5th grade.

Amy states that she is applying for this position because, “Becoming the Target® Iditarod Teacher on the Trail™ has always been a dream and teaching the Iditarod has always been a passion, now I would like to turn this dream into a reality.”

Sample Lessons:

Plate Tectonics & Alaska’s Mountain Ranges, Science:  Grade 4 and Up

Students will first hypothesize how the mountains in Alaska were formed. Students will research the mountains and categorize them by their origin, volcanic eruption or plate tectonics. Students will then create a spreadsheet using EXCEL to compare the mountains origins.

Click here to view the lesson.

Who’s on Your Cereal Box? Visual Arts, Technology, and Language Arts

Students design their own cereal box using a brand name cereal. Students then create categories such as Advice for Young People, What’s on Your I-Pod?, Team Members, Life at a Glance, and Achievements. Students use creative ideas, advertising strategies, technology, and language skills to complete the task.

Click here to view the lesson.

Martha Dobson, North Carolina

Martha is a 6th grade English/Language Arts teacher at a middle school.

Martha states, “I am reapplying for the Target® Iditarod Teacher on the Trail™ position because the Iditarod sparks interest and learning as nothing else has done in my classroom and because the challenge the race presents to mushers, dogs, and me is a metaphor for the challenges of life and life opportunities, a stron example of setting goals, determination, and perseverance to run one’s personal race.”

Sample Lessons:

Sled Dog Genetics:  Science, Grade 7

Students have learned about phenotypes, genotypes, dominant and recessive genes, heterozygous and homozygous organisms, and how to construct punnett squares in previous lessons. This lesson provides review and practice in using the previously learned skills with genetic problems based on Alaskan husky characteristics.

Click here to view the lessons.

Iditarod Word Problems, Math, Grade 6 and7

This is a review of math skills for each grade level. The problems contain factual data which shows students how math can be used in the real world. The problems can be used as extra credit opportunities or the problem of the day which provides an independent assignment for students to begin upon arrival in class.

Click here to view the lessons.

Blynne Froke, California

Blynne teaches 9- 12th grade students in a self contained ‘last chance’ school.

Blynne states that she is applying for this position because “The Target® Iditarod Teacher on the Trail™ program embodies the three great passions of my life:  teaching, dos, and personal challenge and for that reason, I want to share it with teachers and students everywhere.”

Sample Lesson Plans:

Life is a Trail, English/Language Arts, Grades 9 – 12 (could be adapted to other grade levels)

Through daily reading from Iditarod books list, oral group
sharing and written summaries in the Cornell notes style students will begin to identify moments that can be expressed succinctly in metaphor. Students will study and memorize the Jack London poem “Ashes and Dust” and identify the use of metaphor in that poem. Students will then brainstorm lists of potential metaphors for life. Students will then use a chosen metaphor to craft a reflective essay and take it from rough draft through revision and editing in small response groups.

Click here to view lesson plans.

It’s All About the Map, Geography. Visual Arts, Math, Cooperative Groups, Grades 4 – 12 with varied degrees of complexity or attention appropriate.

Students will project the outline of the state of Alaska from a transparency on an overhead projector onto butcher paper on the wall to the desired scale for the board they have been given. Each group has been given a slightly different size to ensure variety in the finished projects. They will locate and replicate physical and political features as per a list they have been given which again may have different themes.

Click here to view lesson plans.

Sally Simon, New York

Sally is an enrichment and Gifted/Talented teacher in an Elementary and a Middle School.

Sally states, “I want people young and old to see the Iditarod as an opportunity to learn abut themselves, community, and ho teamwork is needed to accomplish great things.”

Sample Lesson Plans

Altitudes and Temperatures, Math (Integers), Grade 5 – 8

Students use the altitudes of the checkpoints on the Iditarod Trail to calculate the differences (positive and negative) in altitude while running the race.  Students use some average temperatures (highs and lows) of the checkpoints during March to calculate the differences in temperature, and draw some conclusions about how the geography of the trail affects temperature.

Click here to view lesson plans.

Wilderness Trading Activity, Social Studies (economics) and English, Language Arts (Speaking and Listening), Grades 2 and up.

Students learn that all humans have 5 needs (food, clothing, shelter, clear air, and water) that must be met before the things they want. After discussing the concept and practice of “trading,” students participate in a trading activity where they trade items they have with those things they need and want in order to survive in the Alaskan wilderness. At the end of the activity, students evaluate what items they have and predict how well they will survive with those items.

Click here to view the lesson plan.

****************

On our about January 15, 3 finalists will be announced.  The finalists will travel to Alaska prior to the start of the 2010 Iditarod to continue the selection process.

Teacher!  Are you looking for the teaching experience of a life time?  Would you like to visit the Iditarod Checkpoints and teach from the Iditarod Trail?  Are you ready for an awarding challenge?  Applications for the 2012 Teacher are due December 1, 2010.   Learn more about the application process for the Target® 2011 Iditarod Teacher on the Trail™ program at this link.

Students bring in a stuffed animal (dog) to place in our Idita-Kennel.  We use the dogs for all kinds of lessons throughout the race.  In ELA, after researching ‘Sled Dogs’ we write about different positive personality traits of the Iditarod Dog.  Students use their stuffed dog as a guide when writing their compositions.  We also use the ‘Kennel’ for math lessons.  Using story problems based on the amount of food needed or money amounts used for training and racing, the Kennel helps bring those problems to life.  Students enjoy having their own personal animals at school and take pride in their work when their ‘dog’ is visiting on their desk or staying in the kennel.  The lesson ideas are limitless!

In many ways teachers are islands unto themselves. They close the door and have a captive audience. They plan, teach, and assess. Sometimes they work with a colleague to create innovative curriculum, or have a mentor to get through the early years of teaching. But mostly they are alone.

Within those classrooms exciting lessons are taught and students learn skills that last a lifetime. All is well, right? Almost. According to the National Board for Professional Teaching Standards, one thing is missing. Self-reflection. “Because of their ability to reflect, great teachers know not only what to do, but also why.”

Easier said than done.

Too often teachers don’t have the time to reflect on their practice, or they may not know how. They may feel like they’re in a vacuum.

Although I’m a national board certified teacher, (and went through pages upon pages of self-reflection to achieve that title), I still find self-reflection on a regular basis problematic. I’ve come to believe that, “Reflection is a skill that is best fostered with colleagues.”

So to that end, I introduce you to my latest math-oriented Iditarod assignment, along with examples of student work. Using some key questions, I share with you my reflection of the assignment. Finally, I invite you help me improve the assignment by giving me critical feedback.

Hopefully, we will learn more about self-reflection in the process, and collaboratively revised a worthwhile Iditarod assignment as well!

The Assignment: Create a route for a New York State dog sled race. On a map, show the route including the starting and ending point (Lake Placid), and at least three checkpoints. The race must be between 100-200 miles in length and cover varied terrain. Also include (on the map or in a chart) the distance between the checkpoints and the altitudes of each. Using weather information, decide upon a date for the race. Finally, name the race.

Background Information: Students were introduced to the Iditarod Trail via a map and the Iditarod website, including the “Insider” fly bys. They were given a map of upstate New York printed from Google maps, and shown how to use Google maps. The assignment was given to eleven students in a gifted and talented 5th grade class that meets once a week. They worked individually, and had one week to complete the project.

The Results: Exhibit One—facts sloppily written in red on the assigned map with little to no organization. Exhibit Two—hand drawn map with all the required elements. Exhibit Three—Extended Googlemap with chart attached. Exhibit Four—large poster using Googlemaps with embedded charts printed professionally on photo paper.

(Click the pictures to see a larger image.  Be patient, it takes a few moments to load!)

Here are the self-reflection questions I pondered:

What worked in this lesson? How do I know?

1)      The interest level was high both because of the Iditarod topic, and that it was a “creative” type of activity.  I know because of comments while showing the Iditarod trail and questions after reading the assignment.  Comments like, “This is cool,”  “I already know where I am having my trail go,” “Can I have my trail go off the map if I can find a bigger one?”

2)      The students were very interested in the technology of the Iditarod “Insider” and the Google maps.  I know because of their comments, and because several students went beyond what I showed them to include “thumb tacking” the checkpoints on Google maps and using the site to calculate the mileage using the “walking” feature.

3)      I know the mathematical requirements were appropriate because none of the students had difficulty with the required mileage or altitude work.

What would I do the same or differently if I could re-teach this lesson? Why?

1)      Now that I have given the assignment and have student work to show, I would show exemplar work for students to follow as a guideline.

2)      Because of the varying degree of quality, I would develop a rubric to assess the project.

3)      I might consider allowing students to work alone or with a partner.  Some students like to work alone, but others may have found the geography or computer part overwhelming even though they could do the math.  An “artistic” or “techie” partner may have helped.

4)      I may also give more than one week to accomplish the task &/or do a more in-depth lesson about the Iditarod Trail, including about how far it is between checkpoints.  The students really didn’t have a sense of how far the musher should go between stops.

What may have caused the wide range of quality in this assignment?

1)  Students didn’t know what an acceptable project should look like

2)  There wasn’t enough time; or students procrastinated

3)  Students did not have access to the Internet at home or the technology skills needed for the task.

Overall, I’m glad I gave the assignment, but I believe it can be even better with insight from my Iditarod teaching colleagues.

So, now is your opportunity to join my collaborative reflection team and tell me what you think!  And, if you try this lesson with your students, please let me know how it goes!  I’ve started a page in the “Educator” Section of the “Discussion Forum” titled “Create a Trail Assignment” so that any interested teacher can leave and view comments.  You can also use the email feature there to contact me directly.

For more information about self-reflection and teaching see Educational Leadership, the journal of ASCD, February 2009, “Fostering Reflection,” by Lana Danielson. (http://www.ascd.org/publications/educational_leadership/feb09/vol66/num05/Fostering_Reflection.aspx)

]]> http://iditarodblogs.com/teachers/2009/12/16/iditarod-involves-teamwork-teaching-does-too/feed/ 0 http://iditarodblogs.com/teachers/2009/10/12/iditarod-101-data-collection-and-analysis/ http://iditarodblogs.com/teachers/2009/10/12/iditarod-101-data-collection-and-analysis/#comments Tue, 13 Oct 2009 02:47:12 +0000 Diane http://iditarodblogs.com/teachers/?p=1265 Iditarod 101:  Data Collection and Analysis You Don’t Have to be a Geek, but it Helps By Sally R. Simon

Math – Data Collection, Graphing, and Analysis, Grades 5 and up.   Companion to this article,  Lesson Plan (PDF Doc.)

Video Clip: Women of the Iditarod, by Sally Simon (Windows Media Player)  Mrs. Simon used this clip with students during the 2009 Iditarod.

Topic:  Women of the Iditarod

Two days before my 47th birthday I discovered I’m a geek.

It all started the day before, with an empty bulletin board and the decision to start the Iditarod unit earlier than usual.  You see, I’m an enrichment teacher and only get once a week for six weeks in February and March to teach the Iditarod unit.  However, I’m in charge of a bulletin board near the front lobby of the school.  All fall, it challenged students to “Name that Tree” given pictures and clues.  Now it needed something new.  Something -winter.   I decided this would be a great opportunity to expand the Iditarod unit with a “Meet the Mushers” board!  Which mushers would be first?  I decide to explore the women of the 2009 Iditarod.

I started by going to the Iditarod website and pulling up this year’s musher data.  I copied the media picture of each woman musher and bulleted important information from their bios.  Noticing it took awhile–there were 16 women– I started to wonder.  What is the percentage of women mushers this year?  That was easy enough to find out–16 out of 73 –or about 22%.  I thought that was interesting, but I really had to get the bulletin board done, so I went into action mode leaving  my mathematical thoughts behind. Fast forward to the next morning–a peaceful, snowy Saturday.  I was lying in bed and started to wonder, “What percentage of women ran the Iditarod last year compared to this year?”  I know, it might sound strange, but that’s what I was thinking.  I made myself a cup of coffee, and returned to the Iditarod website.  There have to be archives there somewhere, right?

Within minutes, more data* was available at my fingertips than I ever imagined….everything from 1973 to the present—information about every musher and where they lived, who got to what checkpoint, when, even who won the awards for a given year.  My heart started to race!  OK, I’ll just look up the list from last year to satisfy my curiosity.  Before I knew it, I was making a table in Word and collecting data about the women who ran the Iditarod since it began.  It was fun.  It was exciting, and it gave me ideas for more data research.  Questions kept popping into my mind.  How many rookies were there each year?  How many mushers have been from other countries?  Has there ever been a musher from New York, my home state?  Who has run the most Iditarod races?

My head was spinning, but I returned to my focus of women mushers.   I calculated the percentages of women mushers each year including the starting field and those who finished the race (see attached).  When I was done, I looked at the chart and realized the work didn’t stop there.  There was analysis to be done.  More questions popped into my head like:  Why didn’t any women run the Iditarod for several years in a row?   Are there any patterns to be found in the data that relate to weather that year?  What happened during the 1980 race to make 24 of 60 mushers scratch? It even made me wonder if any women musher has ever run the race while pregnant!

A light bulb went off!   If I was this interested and excited by the data, then kids might be too—even middle school kids who sometimes pretend not to be interested in anything.  The opportunity to learn how to collect desired data (factual information) and even graph it in several ways using Excel, coupled with the decision making of how to analyze the results (which can be interpreted in many different ways depending on the purpose  or audience) is too compelling to pass up!  This is the stuff real researchers do, but in a context kids can get excited about!  I decided to write the idea up as a lesson plan to share here on the Iditarod website—the place where I got my inspiration. When did I discover I was a geek?  When my husband came into the room four hours later, asked me what I was doing, and saw the chart.  He didn’t even say anything.  He rolled his eyes and left the room.  I guess he already knew.

*To access the archived Iditarod data, go to the “Learn About” section, then in the right-hand column click “Past Race Archives.”  Go from there, but beware, it may be addicting!

Seven teachers provide lessons for elementary, secondary, and university level teachers to use with students.

Lesson packets are in PDF.

Susan Flahive, Virginia

Math: Ryan’s Dog Expenses Technology/Math, Using Excel Spreadsheets, 7th grade and up. This lesson provides students an opportunity to practice math skills and record keeping.

Dean Barron, California

Dogs Count Mathematics/Statistics, Grades 6 – 12. Undergraduate University Level, Measures of Central Tendency and Dispersion.  Students use race data to complete mathematical operations.

Jeannie Wolf, Texas:

Whatever Pulls Your Sled Science, grade 7-8, This lesson can be used as a science project or a science classroom  ‘Friction’ lesson.  Performing an experiment, keeping track of data, and research skills are evident in this lesson.

Amber Baur, California

Iditarod Web Quest All content areas, multidisciplinary, Grade 5 and up.  View a PDF document highlighting Amber’s Web Quest.  Better yet, visit the website and view the Web Quest.

Eric Smith, Minnesota

Podcasting the Last Great Race This lesson was created for use with middle school special education students but is appropriate for grades 4 – 8 as well.  Language Arts/Communications Skills.  Students research and create a podcast.

Julie Howard, North  Carolina

Tales, Traditions, Trails, Bright Eyes and Bushy Tails South Carolina, Grades 3 – 8, Computer/Technology Integration, multidisciplinary.  Research, creative writing, using the GPS Tracker, and other activities to jump start the curriculum.

Lynne Witte, Michigan

Postcards from the Iditarod Trail Reading, Language Arts, Technology, Geography, and History, Grades 2 – 5.  Students research and create postcards that could be sent from checkpoints during the race.

The Scale of It All! Math and Science Activity Packet is for elementary and middle school students and was created by Julie Howard, North Carolina.   These lessons can be adapted to the student’s level.

Research to complete before playing the game.

Math or Science Game (PowerPoint)