Grade Level
8th and 9th

Subjects 
Mathematics and Social Studies 

Learner Outcomes:
The students will:

1. Map the Iditarod route, listing checkpoints and mapping them numerically.
2. Choose a competitor (musher) and write a brief biography.
3. Follow the chosen musher’s progress and map his or her location daily.
4. Make a chart of the daily standings of the top ten competitors; listing their names, the checkpoint, date/time out, number of dogs and rest time used.

The charting of the daily standings will take place over the duration of the race (approximately 9 days). The discussion of the race route/checkpoints and the musher biographies will be completed during one 45-minute class period for each activity.

Materials:

1. Outline map of the state of Alaska  (see technology software) 
2. Document for checkpoint listings  (see attachment)
3. List of competitors and their biographies  (see URLs)
4. Document to chart the daily standings  (see attachment)

1. Computers with Internet access
2. Microsoft Encarta Virtual Globe Software

Teacher Notes:

This mathematics lesson will take place one day prior to the start of the Iditarod and continue until the final day of the race. The statistical work can be done in groups while the mapping and the writing of biographies needs to be done individually.

Procedures:

1. The students will complete the document of Checkpoint Listings and map the Iditarod Race Routes on the Alaskan State map. They will write the number that corresponds with each checkpoint beside the point that represents the location of the town.
2. The students will choose a competitor (musher) and write a brief Biography. The teacher needs to facilitate this activity and make sure that no student has the same competitor.
3. The students will track their chosen competitor's progress daily and chart his/her location on the race route map.
4. The students will complete the Daily Standings document by recording the top ten mushers, the checkpoint, the date/time out, the number of dogs, and how much rest time was used. This document can be completed daily or every other day. Changes in the daily standings needs to be discussed.
5. The Alaska state map, the race route, selected musher biographies, and daily standings will be posted to the School Web page.

Teachers should determine the need for student assistance based on Inclusion and request a special education teacher and/or aide be present during lesson activities.

Enrichment Activities:

1. The students could discuss and find the mean, median, mode and range of the distances between checkpoints.
2. The variances in the amounts of prize money received could be discussed.
3. Additional time could be spent on map reading – effects of the terrain on the race, etc.

1. The Iditarod race route map with individual competitor updates will be evaluated upon completion of the race.
2. Biographies of the mushers will be evaluated.
3. The daily standings charts will be evaluated.

National Standards

References:

Microsoft Encarta Virtual Globe

Suggested Sites:

Iditarod Race Route – http://www.iditarod.com/iditarod/99-trail/trailmap.htm
Additional information about the race route - www.dogsled.com/html/trail.shtml
Daily Standings - www.dogsled.com/html/current_standings.shtml
Biographies - http://www.iditarod.com/iditarod/99-mushers/mushmain.html
Additional informational sites -     www.iditarod.com
                                                             www.dogsled.com

Comments: 

Please direct questions concerning this lesson to the Blennerhassett Junior High School email contacts listed in the "Created by" section.

Created By: 

Blennerhassett Junior High School
Jo Miller
Eric Minigh
Beth Morgan

We will update our school's progress through this unit on our school web page found at http://www.netassoc.net/wcboe/Schsec.htm -- Go to the Blennerhassett link

Date Created:

February 15, 1999

Attachments – 
 
 

Iditarod Checkpoints

List the checkpoints:

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