Take a look at postings and lessons from Kim!

Kim Harrick’s Iditarod Journey 2002

Entry Title Log Date Posted Writing Prompts (Lesson) 3-08-02

Kim Checks In from Cripple Checkpoint (From the Trail) 3-07-02 Fun Facts About Alaska 1 (Lesson) 3-07-02 Fun Facts About Alaska 2 3-07-02 Idita-Design Wear for dogs (Lesson) 3-06-02 McGrath Checkpoint (From the Trail) 3-06-02 There’s No Place Like Rohn! (From the Trail) 3-06-02 Individual Learning Contracts 1 (Lesson) 3-05-02 Anchorage Achievers 2 3-05-02 Checkpoint Challengers 3 3-05-02 Nome Navigators 4 3-05-02 Alaska Temperature Graph 1 (Lesson) 3-04-02

Five Day Temperature Chart for Tracking Checkpoint Temperatures 2 3-04-02 Kim’s “DeeDee First into Skwentna” (From the Trail) 3-04-02 2, 3, 1, Bang, You’re on your way to Nome 3-03-02 Kim’s Restart Day (From the Trail) 3-03-02 Adopt a Musher (1) (Lesson) 3-02-02 Musher Information (2) 3-02-02 Track your Musher 1 (3) 3-02-02 Track your Musher 2 (4) 3-02-02 Musher Map (5) 3-02-02 Kim’s Start Day ((From the Trail) 3-02-02 Kim’s Jr. Iditarod Experience (From the Trail) 2-25-02 Michael Blank - Dedication 2-22-02

Trail Values (Lesson) 2-19-02 I Integrity 2-19-02 D Determination 2-19-02 I Initiative 2-19-02 T Teamwork 2-19-02 A Appreciation 2-19-02 R Respect 2-19-02 O Opportunity 2-19-02 D Dedication 2-19-02 About Kim Harrick Kavanagh 1-16-02

Posted 1/16/02

About Kimberly Harrick Kavanagh

Growing up in Edwardsville, Illinois, the oldest of three children, I enjoyed camping, hiking, softball and field hockey. My father was a professor of business management and my mother was a mathematics

teacher then a homemaker. Together, they modeled the value of education and the importance of hard

work. They emphasized that if you work hard and try to learn from life’s experiences, you have a high probability of achieving your goals. During college, I noticed that my most fulfilling experiences were

related to my involvement with children. Whether it was teaching field hockey to elementary students or facilitating adolescent discussion groups, I decided that teaching needed to be part of my life.

After I graduated I took a teaching job in Saipan, a small island that is part of the Northern Mariana Islands in the South Pacific. It was most challenging to learn the customs, traditions and way of life

encompassing the Chamorro culture. I taught second grade at Mount Carmel Catholic School.

I returned to the United States and secured a second grade teaching position at a large, progressive

school district in the St. Louis, Missouri, area. Over the past ten years I have dedicated my life to the children of Ridge Meadows Elementary School in the Rockwood School District.

In 1996, I was selected as the Ridge Meadows Teacher of the Year. Three years later, I received the

district’s most prestigious award, Rockwood's Outstanding Service in Education (R.O.S.E.) Award. The

award recognizes achievement in four categories: excellence of character, performance, leadership and service. Since I received that award, I have served on the R.O.S.E. award selection committee.

During my time away from school, traveling has always been a priority. I have been able to see many parts of the world and have enjoyed each experience fully. My love for international travel started while I was in high school. My field hockey team traveled all over England to compete against other club teams. One year later I departed to Finland and Sweden to visit a friend and was able to experience the Scandinavian way of life. The Saipan

adventure included travel to Japan and Hawaii. Years later, I decided to fulfill a dream of backpacking across Italy. I euro-railed and backpacked to Venice, Rome, Florence and Sienna, staying at hostels along the way. On a recent trip from California to Illinois, my sister and I stopped at Yosemite, the Painted Desert and the Grand Canyon! As children, we dreamed of climbing a mountain. That dream became a reality in August 1999 in Yosemite National Park as we conquered Half Dome.

During the summer of 2000, I became engaged to Sean, a pilot for Northwest Airlines. Sean has spent many seasons in Alaska and longed to share his love for this great state with me. It was then that I traveled with Sean to Alaska and visited the Iditarod Headquarters for the first time. I acquired several children’s books, teaching materials, videos and rolls of film to share with my future classes. Raymie Redington gave me my 1st dogsled ride around the headquarters. He convinced me to apply for the Iditarod Teacher on the Trail ProgramÔ. After taking his advice, I was selected

as a finalist and look forward to the opportunity of teaching from the trail in 2002!

July 14, Sean and I celebrated our wedding day with family, friends and former students. We honeymooned in Bermuda and returned to our new residence in Kirkwood, Missouri.

Kim dances with Dad at the reception.

Kim’s Trail Values: Spelling out Iditarod

I Integrity 2-19-02

D Determination 2-19-02

I Initiative 2-19-02

T Teamwork 2-19-02

A Appreciation 2-19-02

R Respect 2-19-02

O Opportunity 2-19-02

D Dedication 2-19-02

Integrity

The firm adherence to a moral code; uprightness of character.

The relationships between the musher and dogs, dogs and veterinarians and the musher and handlers are built on trust. This trust comes from the

integral role they play in each other’s lives. Integrity is a crucial element in these relationships.

Integrity

1. Invite a musher, dog handler, or veterinarian to be a guest speaker in the classroom. This begins the unit of study with great enthusiasm, focusing on integrity and appreciation of mushers, dog handlers, dogs and the race itself.

2. Proverbs and maxims continue to be popular because of their timeless truth. Send the children on a hunt for famous quotes relating to integrity. Visit your librarian and use various quote anthologies.

3. How did Abraham Lincoln earn his nickname “Honest Abe?” Research his life and share your findings with a classmate.

4. Hold a classroom discussion about cheating. Have students discuss why cheating is being dishonest

Determination

Striving toward a goal despite challenges.

To succeed on the trail we must be determined. Competitors in the race realize that not everyone can come in first place and for

many, success is completing the race. Those who are fully committed will reap the reward of knowing that they accomplished a goal and worked their hardest to achieve

it.

Determination

1. As a class, brainstorm what challenges the mushers and dog teams might face while on the trail.

2. Write a journal entry from the musher or dog’s point of view. 3. Discuss the meaning of positive self-talk and how it can be used to help achieve

goals. Illustrate a cartoon sequence of a musher or dog overcoming a difficulty on the trail by using positive self-talk.

4. As a group, discuss some of the challenges students their age face. Chart several positive messages students could use to persevere. Post the charts around the room to use as needed.

5. Allow the students to select a professional athlete or public figure to research. Read about the person and find examples of his or her perseverance and determination. A helpful website containing e-mail addresses and information about Olympic athletes is

http:sportsillustrated.cnn.com/olympics/news/2000/01/27/athlete_profiles/

Initiative

The ability to take the first step and follow through with a plan of action.

The trail teaches much about goal setting, motivation and what it takes to complete

the race. This value is most important to children as they will be setting goals and striving to achieve them the rest of their

lives.

Initiative

1. Imagine what experiences would motivate a person to set the goal of becoming a musher and participate in the Iditarod. Read some biographies on-line to hunt for clues and draw your own conclusions. Brainstorm together as a class to record several ideas. Create a diary written from the musher’s point of view to chronicle their decision making process.

2. Think of an area for self-improvement. Identify a personal goal for positive change. Think about what things you will need to do to stick to your plan. What will be your reward for the achievement of your goal? How will you keep track of your progress? Write your goal including a target date of completion.

Teamwork

Working together to accomplish a task.

The race is a demonstration of teamwork. Each team member’s contribution is invaluable. Many lessons can be centered around how the Iditarod promotes team spirit and problem solving.

Teamwork

1. Create a sled dog team relay race. Students work together forming a dog team and pull a student or teacher. Variations: one dog, several dogs, time limit, race for safety

2. Share the Russian folktale of the turnip and discuss the valuable lesson of teamwork through this story.

3. The Wright Brothers are historical figures whose lives demonstrate teamwork. Read about them and their contributions to aviation.

4. Discuss animals whose survival is based upon cooperation. For example: Canadian Geese, wolves and fish.

Appreciation

Recognizing the worth, quality or significance of living things and their

history.

The Iditarod celebrates an event in Alaskan history that epitomizes teamwork, determination and

sacrifice. When we convey the importance of the serum run in 1925, we begin to teach others a keen

appreciation for the yearly Iditarod Race.

Appreciation

1. Share Balto and the Great Race. This story is based on the original race for life transporting serum to fight diphtheria. This will provide an appreciation of the historical framework for the yearly Iditarod.

2. Do a class project that heightens student’s awareness of the people and things for which they are thankful. Challenge students to go 24 hours without complaining. Once they learn they cannot do this, have them generate a list of people and things for which they are thankful. Students will share this list with four individuals and evaluate their change of attitude through a class discussion

3. Have the children work with partners to trace one another’s outlines to form silhouettes on butcher paper. Each classmate writes a compliment or positive quality on the outline. Students then have a permanent record of qualities that others recognize and admire..

Respect

Showing positive regard for self, others, environment, property, rules and authority

Alaska provides a dynamic backdrop for the race with it’s rich cultural history and natural beauty. Mushers, volunteers and spectators must respect the land, dogs and the traditions of the race.

Respect

1. To respect other cultures and traditions, children must first explore the exciting similarities and differences that exist between themselves and others. Refer to Day 9 of Shelley Gill’s Iditarod The Last Great Race to Nome Curriculum Guide. Shelley provides background information on the Native peoples of Alaska that can be used for comparison.

2. Suggestions are given to make a story mask to illustrate a story that focuses on Native culture. Also provided in this lesson are journal prompts allowing children to practice different styles of writing. For example, write a persuasive letter to an organization convincing them to sponsor you in the race.

3. View a travel video of Alaska. Work with your media specialist to gather encyclopedias, magazines and non-fiction resources highlighting the natural resources Alaska has to offer. Have the children work in cooperative groups or individually to plan an Alaskan itinerary. Have students create postcards detailing their adventures while visiting each point of interest.

Opportunity

A chance for personal growth or to meet a challenge.

The race teaches us how to seize an opportunity and the corresponding rewards. The volunteers and mushers have an avid interest in the outdoors and share a love of

dogs and adventure. The race provides an opportunity for many who share these interests to actively pursue their passions. Each musher and team can count on hundreds of supporters. Someone who does not possess the interest or physical stamina to mush, can contribute by volunteering to handle the dogs, host mushers and volunteers, prepare meals or report and photograph the events of the day.

Opportunity

1. Select teams to read fiction and non-fiction books about the race and to research contributions volunteers provide throughout the race. The teams can report their findings to the class in a variety of ways, (commercial, skit, song, poem, interview, advertisement, want ad…etc.)

2. Discuss the opportunities students have as citizens of their classroom, school, community, state and country.

3. Take advantage of integrating career awareness and the opportunities students have to pursue their interests and utilize their skills in the workforce. (Only, a small percentage of athletes play professionally. However, there are many career opportunities associated with athletics, for example reporters, coaches, athletic trainers, equipment designers, advertisers, office managers are vital aspects of a successful team.)

4. Recruit speakers to share related opportunities available in their field of expertise. Career fairs can help students explore new professions.

Dedication

The act of committing one’s self to a particular course of thought or action.

When we dedicate our mind, heart and body to a goal, we ought not be disappointed in the outcome.

Dedication

Read A Big Mistake by Lenore Rinder. Explain that the character made a mistake. Emphasize everyone makes mistakes but it is what we do with our mistakes that makes us successful. Invite the children to turn a “mistake paper” into a masterpiece and display their work. As children are completing their picture, discuss other accomplishments that have come out of dedication and acceptance of mistakes that are made along their journey. For example, learning to ride a bike, walk, read, print, cursive or mastery of math facts.

Other books that show determination are as follows:

Tacky the Penguin

Leo the Late Bloomer Santa’s Book of Names

Trail Values

Rockwood and many districts across the nation are emphasizing Character Education. Integrating these values into daily academic and social lessons is the most effective way to internalize positive character traits. The theme of my presentation is centered around “Trail Values.”

This acrostic poem features values that correspond to the letters contained in the word: Iditarod

Trail Values

Integrity

Determination

Initiative

Teamwork

Appreciation

Respect

Opportunity

Dedication

February 22

Iditarod Dedication

I would like to dedicate my involvement in the 2002 Iditarod Sled Dog Race to Michael Blank and his family. Michael was a student in my 2nd grade class the first year I taught the Iditarod in-depth. Michael’s trail led him to heaven in the Spring of 2001.

Michael taught me many things I hope to embrace throughout the race. He had a heart that was kind to everyone he met. He observed situations and was able to respond with a broad perspective. And Michael’s sense of humor continues to make me laugh today.

May Michael’s family know the peace, love, joy and laughter Michael brought to so many people’s lives. Thanks so much for sharing him with me.

In loving memory of Michael Blank.

Posted February 25, 2003

Junior Iditarod

by Kim Kavanagh

Wow! What determination and goal setting I witnessed! The kids totally care for, feed and rest a team of 10 dogs. The kids begin at Settlers’s Bay and run to Yentna, about 74 miles each way. They camp outside at night and cook their food as well as their dog’s food over a campfire. Some kids have been preparing for this race for years.

I was able to fly from Knik to Eagle Song, a checkpoint before the ½ way stop at Yentna. We stopped at the lodge for a wonderful lunch. It was so nice. I got a tour of the lodges and the new cabin the family is building. We saw a dog team rounding the corner, and racing down the lake. We were wondering if the kids were already here, it was Martin Buser and his team taking a practice run befor the big race next week.

My pilot, Joe, helped pack me up and then took me on a flight above the trail overlooking the teams racing down the trail toward Yentna Station. We saw the splendor of the teams racing on a snow covered trail peeking through the quiet spruce trees. As I flew for the first time in a small airplane in Alaska, my view was surrounded with mountains. We landed on a river at Yentna to take a 16-hour rest. Jean and her family opened their house to 18 race officials, doctors, vets, and other gook luck wishers.

The teams began arriving and continued for the next 5 hours or so. When the teams arrived, they gathered straw to make comfy beds for their dogs. They began cooking their dog’s food and feeding themselves.

I crashed on the floor and awakened to kids leaving the checkpoint at their appropriate assigned departure time. It was very cold outside this morning…approximately –15. My pilot, Tim, picked me up at 8:30 to fly back to Knik, and then we drove to Settler’s Bay where the race begins and ends.

Cali King and her team arrived as I arrived this morning. Cali won 1st place this year running the entire race just over 9 hours. Cali was greeted at the finish line by her entire family, including her father, Jeff King.

It was truly amazing to see what perseverance and determination the kids have for this sport. I was in awe as I witnessed their love and care for their dog teams. It was a magical experience! I was proud of each teenager and admired the work they have accomplished to achieve such success.

Adopt a Musher

One of the most exciting lessons I have ever taught was when students Adopted a Musher! I found this idea while

perusing the Iditarod website . Diane Johnson was the 2000

Teacher on the Trail™. Diane wrote this lesson and it was so great, I would like to share the idea with you again.

Have students select 2 or 3 mushers that they would like to

follow throughout the race. Students can find specific

musher bios on the website. I allow my students to pick their musher using whatever criteria they choose. Some girls

choose to follow other females. Other students select their musher based on the state in which he/she resides. Yet

others carefully study the statistics and make their

selections. It is important for students to select more than one musher each year in case a musher drops from the race.

After selecting their mushers, we fill out a musher

information sheet. The info sheet challenges students to

become familiar with their musher, awards received and other interesting statistics.

Each day of the race, I have students check the progress of

their mushers and record their information on a spreadsheet

chart. The chart encourages students to record information each day including:

Time of arrival

Which checkpoint

Miles traveled

(you can make this total miles traveled or miles traveled since last checkpoint)

I have created a more advanced spreadsheet requiring the students to find all of the previous things as well as the

following:

Checkpoint temperature

Predicted time for arrival at the next checkpoint

In my class students continue to update their spreadsheet and they chart their musher’s progress on a map.

Students put a dot on the map showing boldly how far the

team has traveled. I have attached the map, spreadsheets

and musher bio sheet.

Lesson Worksheets

Adopt a Musher!

What is your musher’s name?

_______________________________________________________________________ Where is your musher from?

______________________________________________________________________ What year was your musher born?

_______________________________________________________________________ Has your musher ever raced in the Iditarod before? If so, what years did he or she race? If not, what other races has your musher raced?

_______________________________________________________________________

_______________________________________________________________________ What were the places your musher finished previously?

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________ How many days did it take your musher to finish his or her best race?

_______________________________________________________________________ Tell three facts you learned about your musher.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________ Why did you pick your musher?

_______________________________________________________________________

Track Your Musher

Date Time Checkpoint Miles

Predicted Time for Arrival Next

Checkpoint

Day One

Day Two

Day Three

Day Four

Day Five

Day Six

Day Seven

Day Eight

Day Nine

Day Ten

Day Eleven

Day Twelve

Day Thirteen

Day Fourteen

Day Fifteen

Day Sixteen

Day Seventeen

Writing Prompt: Start Day Posted 3/03/2002

Writing Prompt

3, 2, 1, You are on your way to Nome, Alaska. Write about your journey with your dog team.

Ideas you may want to include:

What is the trail like?

How are you feeling?

What are you doing to take care of the dogs?

Have you come upon any struggles throughout your journey?

What has gone well for you and your dog team?

Temperatures Along the Trail

Use the thermometers to record temperature in your community and in places along the

Iditarod Trail During the race. Compare and discuss.

Individualized Learning Contracts

Posted 3/05/2002

I teach in Rockwood School District in suburban St. Louis County, Missouri. Our district recognizes that it is necessary to provide instruction for all kinds and levels of individual differences. Differentiated Instruction offers varied routes to student understanding of content and skills based on learner needs. I have created three similar assignments using the tiered level assignment concept, which means that students will learn based on their levels of readiness for the assignment. Teachers will be able to distinguish the different levels of complexity by the names of the assignments.

Since the race begins in Anchorage the first leveled learning contract is for theAnchorage Achievers. The Anchorage Achievers learning contract you will find is written for a beginning level of learning based on Bloom’s knowledge and comprehension levels.

Since the race visits many different checkpoints, the second leveled learning contract is entitled, Checkpoint Challengers. The lessons included in Checkpoint Challengers are a bit more advanced, meaning that they require students to use and apply their knowledge.

Since the race ultimately ends in Nome, the most advanced checkpoint in Alaska, the most advanced leveled learning contract is called Nome Navigators. This is for the students wanting the greatest challenge! This checkpoint requires that students synthesize and analyze the information learned.

IDITAROD LEARNING CONTRACT FOR THE ANCHORAGE ADVENTURERS

I AGREE TO COMPLETE THE FOLLOWING IDITAROD ACTIVITIES USING 100% EFFORT.

_____________________________

STUDENT SIGNATURE

ADOPT YOUR MUSHERS!

Using the musher list, pick 2 mushers that you would like to follow throughout the race. Complete the Adopt a Musher information sheet about each of your mushers.

TRACK YOUR MUSHERS EACH DAY

Use the website www.iditarod.com to find where your mushers are each day. Record their location on your map by writing the date next to each checkpoint.

DRESS YOUR MUSHER

Look through catalogs to find the appropriate clothing a musher would wear. Cut out pictures to make a collage.

Write a sentence below each picture explaining why the item is appropriate.

WHAT’S THE TEMPERATURE?

Using the Internet, find the daily temperature in Nome, Alaska and in St. Louis. Color in the thermometer to show the temperature in Nome and St. Louis.

ALASKAN ANIMAL RESEARCH

Choose an Alaskan animal to research. Use books, encyclopedias, Internet, etc. Write an informational paragraph and make a visual aid to present to our class.

DAILY UPDATES

Log onto the website www.iditarod.com Click on Zuma Updates Read the journal entry written by Zuma each day

Iditarod Learning Contract - Checkpoint Challengers

I agree to complete the following Iditarod Activities using 100% Effort.

_____________________________ student signature

Adopt your Mushers!

Using the biographical information, pick 2 mushers that you would like to follow

throughout the race. Use the website www.iditarod.com to find the information. Complete the Adopt a Musher information sheet about each of your mushers.

Track your Mushers Each Day

Use the website www.iditarod.com to find where your mushers are each day.

Record their location on your map by writing the date next to each checkpoint.

Read the brief description of each checkpoint as your mushers check in.

For your adopted mushers, record the date, time and miles traveled on the data chart.

Calculate the distance traveled each day and record it on your data chart.

Dress your Musher

Look through catalogs and use the Internet to find the appropriate clothing a musher would

wear. Cut out or print pictures to make a book.

Write a sentence below each picture explaining why the item is appropriate.

Include the price of each item.

Calculate the total amount of the items you selected.

What’s the Temperature?

Using the Internet, find the daily temperatures in Nome, Anchorage and St. Louis.

Color in the thermometer to show the temperature in Nome, Anchorage and St. Louis.

Make a line graph using this information. Pick a color for Nome, a different color for Anchorage

and a third color for St. Louis.

Alaskan Animal Research

Choose an Alaskan animal to research. Use books, encyclopedias, Internet, etc.

Write an informational paragraph and make a visual aid to present to our class.

Using a Venn Diagram, compare and contrast a Missouri animal to your Alaskan animal.

Daily Updates

Log onto the website www.iditarod.com

Click on the Teacher on the Trail™.

Read the journal entry written by the Teacher on the Trail™ each day. Be able to summarize the daily update for your classmates.

Iditarod Learning Contract: Nome Navigators

I agree to complete the following Iditarod Activities using 100% Effort.

_____________________________

student signature

Adopt your Mushers!

Using the biographical information, pick 2 mushers that you would like to follow

throughout the race. Use the website www.iditarod.com to find the information.

Complete the Adopt a Musher information sheet about each of your mushers.

Write a paragraph explaining why you chose each musher.

Track your Mushers Each Day

Use the website www.iditarod.com to find where your mushers are each day.

Record their location on your map by writing the date next to each checkpoint.

Read the brief description of each checkpoint as your mushers check in.

For your adopted mushers, record the date, time, miles traveled and predict the

time your mushers will arrive at the next checkpoint on the data chart. Calculate the distance traveled each day and record it on your data chart.

Dress your Musher

You have been given a budget of $1000 to dress your musher.

Look through catalogs and use the Internet to find the appropriate clothing.

Compare prices and descriptions of items to help you dress your musher and stay within the

budget.

Make a list of your choices including the price of each item.

Find the total cost of dressing your musher.

What’s the Temperature?

Using the Internet, find the daily temperatures in Nome, Anchorage and St. Louis.

Color in the thermometer to show the temperature in Nome, Anchorage and St. Louis.

Make a line graph using this information. Pick a color for Nome, a different color for Anchorage

and a third color for St. Louis. Check and chart the temperature at each check point as your musher checks in.

Alaskan Animal Research

Choose an Alaskan animal to research. Use books, encyclopedias, Internet, etc.

Write an informational paragraph and make a visual aid to present to our class.

Using a Venn Diagram, compare and contrast a Missouri animal to your Alaskan animal.

Daily Updates

Log onto the website www.iditarod.com

Check the daily press releases each day.

Be able to summarize the daily press releases your classmates.

There’s no place like Rohn! Postd 3/06/02

Last night I spent the night at Finger Lake. Larry and Randy put me to work immediately. I did a job call the “back door.” The teams would come into the checkpoint though the “front door.” The checkers would get the time they entered the checkpoint, number of dogs and the name of the musher. I had to do the same thing at the “back door” as they were leaving the checkpoint. The next afternoon, I headed to Rohn, Nikolai and McGrath.

As I entered the checkpoint of Rohn, there was a beautiful trail leading to the Rohn Roadhouse. I had often wondered what was so special about Rohn. Martin Buser named one of his sons, Rohn. Well, let me tell you, it was magnificent! The people at the checkpoint were very polite and welcomed me. They took me on a tour of the area. Rohn has population of 0. They offered me some tang to drink. Little did I know, the tang was “river tang.” They made the tang out of water that came from the river. They told me it was a fresh water spring…we will see how fresh as the time goes on. Let’s hope I don’t get sick. Since I was a bit nervous about the river water, they took me to the fresh water spot and let me help fetch the water. We transported the bucket of water on a sled we pulled behind us. It was funny yet very convenient.

I have to tell you the outhouse was the prettiest one I have seen from the outside. It was a “two holer” they call it. It had a “left stall and a right stall.” Apparently, there isn’t an odor when the outhouse is frozen, luckily, it WAS frozen yesterday when I used it.

Each time a dog team comes through the checkpoint, someone yells “TEAM!!” Everyone comes outside to help with the chores associated with checking in a dog team.

A satellite call came through. It was a call from my pilot. He was coming to pick me up. The same sled that carried water became my valet service as I was leaving. We packed all of my backpacks up and pulled the sled to the runway for my departure. My day was absolutely wonderful! I have to say there’s no place like Rohn!

Trail Mail from McGrath 3/06/02

Last evening, I was flown from Rohn to Nikolai then to McGrath. McGrath seemed to be a hopping town. It was definitely the largest village I have been to since I left Anchorage. I am sitting in a café, sipping coffee and looking out onto the airstrip. On my way to McGrath, we traveled through the farewell burn. It is a long stretch of land on the trail that is usually covered with very little snow. We saw many dog teams on the trail from the air. It is so magical to look down and see a dog team on their way to the next checkpoint. I always think of what it might be like to be on the back of the sled.

When I arrived, I was greeted with open arms and the town was so welcoming! I hiked to the checkpoint and made myself comfortable. Since the stretch of the trail prior to McGrath is long and difficult, many mushers send replacement sleds ahead to McGrath in case they need a different sled. I had to pretend again and hopped on one of the replacement sleds for a photo opportunity. I was taken on a tour and shown the dog food that was flown in prior to the race for each musher. I was led down the strip of the town and given a tour. They have a hardware store and it sells everything! It sells milk, chips, school supplies and all kinds of hardware supplies. I thought it was interesting you could buy eggs, shovels, milk and crayons all in the same place.

I found a little bed and breakfast with a gift shop. The gift shop sold authentic Athabascan gifts. I purchased a white birch basket that was handmade. They sent it back to my school since I am backpacking and cannot carry any extra items. I was so pleased with my gorgeous purchase!

Last night I was able to take my first shower, it was hot too!! I got dressed in my warm gear again and sat down to eat dinner. At about 7:00 p.m., someone came in the café and said “Martin will be here in 5 minutes!” Sure enough, everyone in town headed up to the checkpoint and watched Martin Buser race across the ice into McGrath. It was so exciting! Mushers continued to enter the checkpoint all night long and into today. It has been a most enjoyable experience!

Idita-Designwear for Dogs

Even sled dogs need some fashion occasionally. Have your students design fashion wear for the dogs. Be creative in your approach. What could the dogs use on the trail that you could creatively design??

My students then wrote a description about the items they designed. Have students explain the cool features and why they are important. A class book can be made with all kinds of Idita-designer wear! Enjoy! Share your ideas with the entire class.

As an extension for older students, have the students create an Idita-Designwear catalog. They need to write a brief description of the product and the list price.

Where is Alaska?

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Some Fun Facts About Alaska!

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Language Arts Journal Activities

Posted 3/08/02

Story Starters are a great way to enhance developing writing skills. I have provided a few story starters for your writing pleasure.

1. Pick a topic to write about in your journal: diptheria, serum, Alaska Gold Rush or the Northern Lights

2. Write a story from the point of view of one of the dogs on the team. (wheel dog, lead dog, etc...)

3. Write a description of a checkpoint. 4. Describe the trail from one checkpoint to another. 5. Write a letter trying to persuade a company to sponsor you and your

team in the race. Give supporting details explaining why they should give you money.

6. Compare and contrast the original race to Nome to the races we know today.

7. Imagine you traveled to Alaska to find gold, describe your experience. 8. Write about the event that started the Iditarod. 9. Write a description about the Iditarod to someone who has never heard

of it. 10. Explain why Joe Redington Sr. is called “The Father of the Iditarod.”

Panning for Gold

While studying Alaska, the Iditarod and the history, we cannot forget the impact the Gold Rush

had on parts of Alaska. To bring this concept to life, I put together a gold rush in the classroom.

After researching the gold rush and discussing the history, interesting facts and where it

took place, we participate in our own gold rush.

While the students are out of the room, participating in

P.E., music or art, I hide a few bags of Hershey’s Gold Nugget candy all over the room. As they

enter the room they notice a few clues, I ask them to take their seats and explain the rules.

Students will be divided into teams of 4-6 people. My rules are that the students must work as

a team to find as much gold as they can in the time limit given (1-2 minutes). Of course, adjust

the time to fit your needs. I give the teams 2 minutes to dialogue and decide on their strategy.

Teams may decide to split up and conquer the room individually each student taking a section

of the room or work as a team going together everywhere. I make certain everyone

understands there will be no running and safety is first!! Set the timer and let them look for

gold!

When the timer rings, students must find their seats. We discuss the different strategies

and which ones worked best. How many pieces did each team find? Which team found the

most and why do you think they found the most?

We then complete the graph and answer some graphing questions

Enjoy Panning for Gold!! PANNING FOR GOLD!

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POLAR BEARS BLACK BEARS GRIZZLY BEARS DALL SHEEP

Kim on the Runners!

Kim and a Puppy

Kim in Cripple