Activities:

  Prior to the start of the race, students will use the Internet to:

• Read biographies of mushers registered to choose a racer to follow for the duration of the race.
• Complete teacher-made Internet scavenger hunt worksheets concerning Alaska, the history of the Iditarod and facts about the race.
• Create an electronic spreadsheet data log for their musher.  This log will be used to electronically record daily updates during the race.
• Locate mushing terms, use word processing table feature to create a word search puzzle.
• Watch the Disney movie "Iron Will" and complete a teacher-made worksheet so that students are able to understand the dangers and hardships of long distance dogsled racing.

• Gather data concerning where the musher has traveled, time on the trail, number of dogs used, amount of rest and the weather on the trail.  This information will be recorded in their spreadsheet data log.  Update musher location on classroom trail map.
• Write a biographical sketch of their chosen musher.  Use the sketch as the basis to create an electronic presentation about their musher with an oral presentation to the class.
• Locate pictures of Alaskan wildlife, use graphics software to manipulate the pictures to create a photo postcard including a descriptive statement on the reverse side of the card.
• Research Alaskan travel agencies and tour packages in order to create a tri-fold travel brochure for an imaginary travel agency.
• Complete a teacher-made worksheet to re-enforce map reading skills using the race trail map.
• Research Alaska volcanoes and earthquakes, download a topographical map to graphics software, mark locations of at least 10 geological sites with colored marker and name or date of occurrence.
• Research Alaskan totems.  Understanding meanings of the different animals used.  Using a graphics program, create a totem that represents characteristics of themselves.  Print and assemble.

• Enter formulae into the race data log to compute total miles traveled, total time on the trail, average number of dogs used, the miles per hour traveled between checkpoints as well as the average miles per hour traveled.
• Use spreadsheet data to create graphs/charts.
• Create an Iditarod web page about the class project.
• Organize all project materials in a portfolio.

Evaluation of Student Performance:

• Students are evaluated during the project on their participation in the daily activities and their completed products.
• Students portfolios are evaluated for organizational skills,  presentation and completeness.