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Alaska: Spirit of the Wild |
2. DVD player |
5. Learning center and trade books |
6. Example of the Iditarod Game |
7. Book: Iditarod Dream by Ted Wood |
8. Overhead projector, overhead and pen |
9. Construction paper |
10. Markers, crayons, colored pencils |
1. On the first day of this unit, teachers should enter the room dressed in parkas, |
snowshoes, scarves, mittens; anything that looks like what people in Alaska would |
wear. Motion for the student to sit down. Once they are quiet, ask them where |
they think the teachers are from and how they came to this conclusion. We would |
expect conclusions such as the Artic, Antarctica, and possibly Alaska. |
2. Have students take out a sheet of paper and write five things down that come to |
their minds when they think of Alaska. Have them get into groups of three and |
share what they wrote with their group. The students will be encouraged to share |
the combined ideas from their group with the whole class. The teacher will write |
down these ideas on the overhead. |
3. Explain to the students that they are going to be learning about all of these of |
these things and even more about Alaska in the upcoming unit. |
4. Have each student write down one or two things about Alaska they would like |
to know more about. Suggest ideas such as: What sports do they play in Alaska? |
How many people live there? Is it really cold and snowy year round? Take these |
ideas into consideration when planning the rest of the unit. |
1. Put in the DVD Alaska: Sprit of the Wild. Students will watch the movie. It is forty |
minutes long. Before they watch it, share with them the beauty that can be found in |
Alaska. Tell them to look specifically for how they can see God in the things that are |
shown on the film. |
2. After the movie, discuss with the students what they thought of the movie. Ask them |
questions such as what surprised you about this film? What did you learn about Alaska |
that you didnít know before? What can we discover about God by watching this movie? |
How can we get to know God better by studying Alaska? |
3. Read Psalm 19:1 aloud. Read it again, this time have the students say it after you. Ask |
them how this verse relates to Alaska. Hopefully they will make the connection that |
creation shouts Godís praise. Alaska is so beautiful; this reflects on Godís majesty, |
creativity and mercy. God loves us enough to give us beautiful creation simply so we |
can enjoy it. We can see his fingerprints in Alaska. |
4. Read Psalm 8 aloud. Again, ask them how this verse relates to Alaska. They will probably |
have similar responses as above in step three. Share a personal experience of how he/ |
she has seen Godís power and majesty in His creation. |
- For example, this is my own experience; you could share something similar to it: |
One time I climbed the highpoint of Colorado with my dad. We started hiking |
before the sun was up. As we were walking along the ridge of the mountain, the |
sun began to rise; the colors were brilliant! We kept on hiking and hiking. I was |
getting tired and hungry but soon we came close to the top. As I climbed up the |
last little peak and the top of the mountain, I looked out and the view was |
breathtaking!!! I had never seen so many snow capped mountains before. Sitting |
up there on the mountaintop, I felt such a joy and peace. What a great God I |
serve! He created all of this; His creation alone is enough to tell of His majesty. |
5. Ask the students if any of them have had an experience like this; encourage them to |
share if they would like. |
6. Encourage them to find other verses that could relate to our study of Alaska and bring |
them to class tomorrow to share. |
1. Introduce the Iditarod race the studentís will be learning about by reading the book |
Iditarod Dream by Ted Wood. As you are reading, stop periodically through out the |
book and ask them to jot down a few of their thoughts. At the end of the book ask |
them to share a few thoughts they wrote down about the book. |
2. Introduce the game the students will be playing throughout the unit. Tell the students |
they will be having their own Iditarod race in the classroom. Each student will make a |
map of Alaska on construction paper. On this map, they will draw the trail of the |
Iditarod race. They will have to map out the different checkpoints of the race on their |
trails. It is their job to find out how many miles are between each checkpoint and how |
many miles they can travel in one day. |
3. Each day the students will move their markers on their maps how ever many miles we |
decide as a class they can travel in one day. Every morning the students will receive |
a ďracerís fateĒ card. These cards will say various things such as, ďyour dog has broken |
a leg, move back twenty milesĒ, or ď you have found an extra bundle of food on the trail, |
move ahead twelve milesĒ. The students will have to keep track of where they are on |
the trail on their own maps and on a large map on the classroom bulletin board. |
4. Each afternoon, students will have an opportunity to receive another card if they got |
their homework done on time that day. This card could be good or bad, but the students |
get to decide if they want to take it. |
5. This activity will be incorporated into language arts. The students will be keeping a |
race journal. As they play this game they can write their feelings about the race in the |
journal as if they were an actual racer. |
6. This game will also be incorporated into math. Students will need to do calculations to |
play the game correctly. They will also discover how to find median, mean and |
using the game. |
1. The students will begin making their maps of Alaska for the Iditarod game. The |
outline of the map of Alaska will be projected on the overhead so the students have |
something to follow when they draw. Copies of the outline of this map will be available |
for students to trace if they do not want to draw the map freehand. |
2. The students can use crayons or colored pencils to make their maps on. |
3. The trail outline and check points will be labeled on the overhead map, but the students |
will need to research how many miles are in between each check point in a later class |
1. Read Psalm 8 one more time and end in prayer, thanking God for His creativity that |
is evident in all of creation, especially as it has been seen in Alaska today. |
1. Students can do more research about the real Iditarod race on the Internet. |
2. Students can read one of the many books about Alaska set up in the learning center. |
3. Students can complete any activity set up in the learning center, including: math |
story problems, language arts writing activities, and social studies and science |
1. Observe how much students participate in the lesson. Have one teacher walk |
around with a checklist and put checks by the names of the students who are |
on task and participating by sharing, asking questions, diligently listening. |
2. Observe how diligently students work on their maps. Check the next day to see |
if they have completed them. Give them a check if they are finished and are done |
Lesson Plans Unit Outline Home Page |
Trade Books Learning Center |
Young Kids May Be Able to Unbuckle Car Seats |
Survey of Parents Finds Some Kids May Be Unbuckling While Car Is in Motion |
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