What “stuff” does it take to run with dogs along the cold, frozen rivers of Alaska? Just exactly what does a musher need to bring with them to be safe in such a harsh environment? What do the dogs need? How do we figure it out? These are all crucial question that mushers need to figure out. In this program, we will show you all the main pieces of equipment that we use to run our dogs- but even more importantly, we will share with you the scientific principals we use to determine what equipment will help us get down the trail and what stuff would be better to leave at home!
Grade level: 4-12
Required Classroom Time:
| Option A |
Option B |
Option C |
| A 1/2 hour to 1 hour (depending on grade level) to visit with us during the videoconference | 3 days- participate in the videoconference but also do the pre- and post-activities | 1 week to 1 month- participate in the videoconference and do the pre- and post-activities and explore/create from all of our Distance Learning Tools. |
Cost:
| Grades: preK-3 (30min.-45min.) | Grades: 4-12 (50min. to 1 hr) |
| N/A | $100.00 |
Content Area: Science with Social Science Options
Primary National Standards:
NS.K-12.1 SCIENCE AS INQUIRY
Abilities necessary to do scientific inquiry
Understanding about scientific inquiry
(5-8)
NS.5-8.2 PHYSICAL SCIENCE
Properties and changes of properties in matter
Transfer of energy
NS.5-8.5 SCIENCE AND TECHNOLOGY
Abilities of technological design
Understandings about science and technology
(9-12)
NS.9-12.2 PHYSICAL SCIENCE
Structure and properties of matter
Chemical reactions
Motions and forces
Conservation of energy and increase in disorder
Interactions of energy and matter
Adaptable to:
| K-12 | ||
|
NSS-G.K-12.2 PLACES AND REGIONS Understand the physical and human characteristics of places. Understand that people create regions to interpret Earth's complexity. Understand how culture and experience influence people's perceptions of places and regions. |
Understand how human actions modify the physical environment.
Understand how physical systems affect human systems.
Understand the changes that occur in the meaning, use, distribution, and importance of resources.
Understand how to apply geography to interpret the past.
Overview of Videoconference:
| Time | Activity |
|
5-10 min |
Intro: Who we are. Who they are. Where we are. Where they are. |
|
10-15min |
General Equipment review For the dogs For the mushers |
|
10min |
Dog run |
|
20min |
Harness experiments The Question: What is the best harness for distance racing sleddogs? Experimental Design: Quantitative and qualitative data Results so far What’s next? |
| 5min | Good byes |
Overview of Pre- and Post Activities:
| Pre-Activity 1 | Pre-Activity 2 |
|
| “What’s in an Environment” A web based scavenger hunt to learn more about the Alaskan environment and how mushers and dogs have adapted to it (40-60min) |
“What’s in a Method” Searching out what the scientific method… What is it? Who uses it? Can you? What for? (20-30min) |
|
| Post-Activity 1 |
Post-Activity 2 |
Post-Activity 3 |
| Moodle Survey/quiz; focus on applying information learned about how mushers explore what equipment to use and relate it to equipment for activities they participate in (soccer, dance, baseball, etc…) (20min) | Moodle forum post; prompt based on applying information learned about how mushers explore the efficiency in their equipment (scientific method) to exploring the efficiency of something important in their own life. (15-20min) | “I wonder…” Paper/Pencil activity to explore what equipment students would investigate, and how they would do it, to improve efficiency of transportation modes in their own home town. (20-30min) |
If you have any questions feel free to contact us.
Register: