Project Profile
This Iditarod Project will provide you with an opportunity to experience the use of real-time weather and race data on the internet. You and a partner will create daily diary entries from your musher's point of view while relating it to the information you glean on a daily basis from the various internet links and activities you do in class.
Learning Objectives
You will be involved in several modes of learning during this project as you work cooperatively with a partner to complete a daily diary entry from the point of view of your chosen musher. These diary entries should include actual data and events as reported on the official website, as well as information you learn about the local history, geography, culture, and art of Alaska.
When this project is completed, you and your partner will have included information in your diary that relate to:
Science: The Aurora Borealis phenomenon
History: The Idita-Hunt challenge
Geography: Geographical challenges faced during the race
Native Art/Culture: Native artwork or customs experienced
Math: How much food? How many dogs? How much clothing? How many miles per hour? How many miles per day? How many hours? How many minutes? How many seconds? This list can go on and on and on and on...
Language Arts: Daily Oral Language challenge, and e-mail messages to and from Yuma, the Local Iditarod Dog Reporter
Novel Study: Woodsong by Gary Paulsen
When this project is completed, you and your partner will have included information in your diary that relate to:
Science: The Aurora Borealis phenomenon
History: The Idita-Hunt challenge
Geography: Geographical challenges faced during the race
Native Art/Culture: Native artwork or customs experienced
Math: How much food? How many dogs? How much clothing? How many miles per hour? How many miles per day? How many hours? How many minutes? How many seconds? This list can go on and on and on and on...
Language Arts: Daily Oral Language challenge, and e-mail messages to and from Yuma, the Local Iditarod Dog Reporter
Novel Study: Woodsong by Gary Paulsen
Project Links
I have provided these links to help you during your Iditarod journey.
Iditarod Rules: http://iditarod.com/race/iditarodrules.html
2009 Mushers: http://iditarod.com/1-5.html
Musher Tracking Form: http://iditarod.com/pdfs/teacher/MusherDataSheets.pdf
The Trail: http://iditarod.com/2-3.html
Race Updates: http://iditarod.com/1-1.html
Sled Dog Quiz Challenge: http://www.sleddogcentral.com/quiz.htm
What is Aurora Borealis?: http://www.exploratorium.edu/learning_studio/auroras/
Aurora Borealis: http://www.geo.mtu.edu/weather/aurora/
Gary Paulsen: http://www.randomhouse.com/features/garypaulsen/index.html and http://www.usa-people-search.com/content-biography-of-gary-paulsen.aspx
Zuma's "Paw Prints": http://iditarod.com/4-3.html
Zuma's E-mail: [email protected]
Iditarod Rules: http://iditarod.com/race/iditarodrules.html
2009 Mushers: http://iditarod.com/1-5.html
Musher Tracking Form: http://iditarod.com/pdfs/teacher/MusherDataSheets.pdf
The Trail: http://iditarod.com/2-3.html
Race Updates: http://iditarod.com/1-1.html
Sled Dog Quiz Challenge: http://www.sleddogcentral.com/quiz.htm
What is Aurora Borealis?: http://www.exploratorium.edu/learning_studio/auroras/
Aurora Borealis: http://www.geo.mtu.edu/weather/aurora/
Gary Paulsen: http://www.randomhouse.com/features/garypaulsen/index.html and http://www.usa-people-search.com/content-biography-of-gary-paulsen.aspx
Zuma's "Paw Prints": http://iditarod.com/4-3.html
Zuma's E-mail: [email protected]
Classroom Management
- 7 computers in the classroom with Internet connection
- District student e-mail system
- Instructional strategy: cooperative learning in pairs
- Behavior management: role-modeling cooperative learning situations
- District student e-mail system
- Instructional strategy: cooperative learning in pairs
- Behavior management: role-modeling cooperative learning situations
State Standards and Benchmarks
Reading
S1C4PO1-PO6 (Vocabulary); S1C6PO1-PO6 (Comprehension); S2C1PO1-P10 (Elements of Literature); S3C1PO1-PO9 (Expository Text); S3C2PO1-PO2 (Functional Text); S3C3PO1-PO2 (Persuasive Text)
Math
S1C1PO3,PO6 (Number Sense); S1C2PO1-PO2,PO7 (Numerical Operations); S2C1PO1,PO3-PO4,PO6-PO8 (Data Analysis); S3C4PO1 (Analysis of Change)
Science
1SC-E6. Analyze scientific reports from magazines, television or other media
PO 1. Analyze the reliability of scientific information from a variety of sources
PO 1. Evaluate information for accuracy, logic, bias and impact
PO 2. Use evidence to support or refute a conclusion drawn from a scientific report
2SC-E3. Provide different explanations for a phenomenon; defend and refute the explanations
PO 1. Propose several possible explanations for a scientific phenomenon
PO 2. Provide evidence to defend an explanation for a scientific phenomenon
PO 3. Provide evidence to refute an explanation for a scientific phenomenon
PO 1. Analyze different theories to explain a phenomenon
PO 2. Defend or refute the explanation of a phenomenon
Social Studies
3SS-E6. Describe the economic, political, cultural, and social processes that interact to shape patterns of human populations, interdependence, and cooperation and conflict, with emphasis on:
PO 1. the demographic structure of a population and reasons for variation between places, including developing and developed nations
PO 4. the distributions of cultures and how they create a cultural landscape, both locally and in other parts of the world
PO 5. the factors that influence the location, distribution and interrelationships of economic activities in difference regions
PO 7. how cultural norms influence different economic activities of men and women in different regions, including literacy, occupations, clothing and property rights
PO 8. how changes in technology, transportation, communication, and resources affect the location of economic activities
Technology
Work in progress
Language Arts
Work in progress
S1C4PO1-PO6 (Vocabulary); S1C6PO1-PO6 (Comprehension); S2C1PO1-P10 (Elements of Literature); S3C1PO1-PO9 (Expository Text); S3C2PO1-PO2 (Functional Text); S3C3PO1-PO2 (Persuasive Text)
Math
S1C1PO3,PO6 (Number Sense); S1C2PO1-PO2,PO7 (Numerical Operations); S2C1PO1,PO3-PO4,PO6-PO8 (Data Analysis); S3C4PO1 (Analysis of Change)
Science
1SC-E6. Analyze scientific reports from magazines, television or other media
PO 1. Analyze the reliability of scientific information from a variety of sources
PO 1. Evaluate information for accuracy, logic, bias and impact
PO 2. Use evidence to support or refute a conclusion drawn from a scientific report
2SC-E3. Provide different explanations for a phenomenon; defend and refute the explanations
PO 1. Propose several possible explanations for a scientific phenomenon
PO 2. Provide evidence to defend an explanation for a scientific phenomenon
PO 3. Provide evidence to refute an explanation for a scientific phenomenon
PO 1. Analyze different theories to explain a phenomenon
PO 2. Defend or refute the explanation of a phenomenon
Social Studies
3SS-E6. Describe the economic, political, cultural, and social processes that interact to shape patterns of human populations, interdependence, and cooperation and conflict, with emphasis on:
PO 1. the demographic structure of a population and reasons for variation between places, including developing and developed nations
PO 4. the distributions of cultures and how they create a cultural landscape, both locally and in other parts of the world
PO 5. the factors that influence the location, distribution and interrelationships of economic activities in difference regions
PO 7. how cultural norms influence different economic activities of men and women in different regions, including literacy, occupations, clothing and property rights
PO 8. how changes in technology, transportation, communication, and resources affect the location of economic activities
Technology
Work in progress
Language Arts
Work in progress