1	The Last Great Race A Web Quest for 6^th grade students Designed by Irene Shirley Irene.Shirley@DDESS.org
2	Overview This web quest will take students on a journey through Alaska. Students will select and follow a musher on his endeavors on the “Last Great Race”. While following the travels, students will learn about Alaska, the Iditarod's history, nature, resources and economics, as well learn invaluable lessons on endurance, health, and excitement to finish.
3	Introduction “ You have been chosen to report on the “Last Great Race”, the Iditarod in Alaska, starting March 6, 2004. Imagine being on a sled with 15 dogs or less in subzero temperatures, in the middle of no-where. No one in sight, no one around, all is tranquil, white with snow. Far away you can hear a wolf howl, or you see tracks of fox or moose. Every year the Iditarod is held and many people apply to take part in this “one last great challenge of human interaction with nature.” With the aid of animal the person is against the forces of nature. Snow, cold winds, and frozen ice are just small parts of this exciting endeavor.
4	Learners This web quest is designed as an interdisciplinary unit. It is anchored in Language Arts and Social Studies and Science to a lesser extent. The quest can be adapted for lower and higher grades. Students should be able to read maps, read and complete tasks, summarize and solve Math problems.
5	Curriculum Standards The following 6^th grade DDESS standards will be addressed: Social Studies: SK- Skills increase the ability to acquire information and manipulate data, develop and present, construct new knowledge and participate in groups. SS2- Culture: SS4 Space and Place,SS5: Individual Development and identity. Reading: E1c: The student reads and comprehends informational materials to develop understanding and expertise and produces written or oral work that 1, restates information 2: relates new information to prior knowledge, 3: extends ideas. Writing: E2a3: The student produces a report that includes appropriate facts and details. E2&:The student produces a autobiographical account that engages the reader by developing reader interest. Speaking, Listening, Viewing: E3b8: employs a group decision- making technique to create a plan for a group project, role play. E3c6: The student projects a sense of individuality and personality by selecting and organizing content, and in delivery, including a report to adults about a project . Grammar: E4a The student demonstrates a basic understanding of rules of the English language in written and oral work. Science: Inquiry Skills: Students will design and present results to otehrs verbally, graphically, and in writing. Mathematics: M1 The student demonstrates understanding of mathematical concepts to solve problems, representing it in multiple ways and explaining it. M2 Measruement Concept: The student will use numbers, graphs or words to demonstrate an understanding of measurement. M6 mathematical Skills and Tool.
6	The Task Each group of 3-4 students will complete journal writings on three stages of the race and conclude with a PowerPoint presentation on their learning's, conduct an interview which reveals all facts about their musher, use graphs to show temperature variations, as well as presenting articles associated with the race.
7	Group Roles Person 1: you are the task master, ensures all group members work on their selected part, stay on task. Person 2: You are the spokes person, if there are questions or requests, you are the one seeking answers, while completing your part of the task as well as all other team members Person 3: PowerPoint Specialist, you will create the final PowerPoint presentation, while ensuring all members keeping journals with found information. Person 4: Materialist, you will ensure all necessary hand made materials are completed, and speak on them in the final presentation. All group members will complete a chosen part of the entire web quest journey.
8	The Process Pre- Race: Step 1: Collect 5 to ten facts about Alaska’s natural resources, economy, foods, weather, and people. Step 2: Find between 5 and ten facts about the history of the race. Record these in your team journal. Step 3: Find 5 to ten rules about the race to record in the team journal. Step 4: Find 5 to 10 facts about the dogs that participate in the race. Step 5: Research all race participants and select one for your team, follow his journey and create an interview revealing facts on the groups chosen musher. Find a picture of your musher.
9	The Process: Race Stage: Step 1: Keep daily updates on your groups musher. Step 2: Record weather conditions your musher endures during the race, create a graph displaying the daily temp, and finding the mean temperature during the race. Step 3: Keep track of numbers of dogs of your musher, rest periods. Step 4. Keep track of miles completed, miles left, time on the trail, on a daily recording sheet attached. Convert the daily miles completed into kilometers. Step 5: Some musher’s will receive awards during the race, name which award and why it is awarded?
10	The Process Post Race: Step 1: Report on your musher’s finish, include time, number of dogs, create a line graph displaying this data. Step 2: Built a sled and an igloo using materials of your choice, extra credit if it is proportioned. Step 3: Carve an animal native to Alaska from a bar of soap Step 4: Find books about the Iditarod and Alaska, name authors. Step 5: Complete math activity sheet from your teacher, create 5 mathematical word problems using information you have gathered from the race. Step 6: Complete your PowerPoint presentation.
11	Resources: Use the following websites for information: www.iditarod.com www.dogsled.com www.ooowoo.com www.kpbsd.k12.ak.us/tourism/student.htm www.adn.com/iditarod www.state.ak.us/local/akpages/FISH.GAME/notebook/notehome.htm www.alaskascience.com www.cabelasiditarod.com www.mushing.com
12	More Resources: www.hhmi.org/alaska www.workingdogweb.com/Iditarod.htm www.drsonny.com/Default.htm www.scils.rutgers.edu/special/kay/paulson.html Media Center Books displayed in classroom Neighbors, friends who might have been stationed in Alaska
13	Evaluation Your group will be evaluated as followed: Group work as a collaborative unit, completion of tasks, presentation of facts on PowerPoint, interview, and other materials. This grade will get incorporated as a grade for Social Studies, L. Arts, and Math, and Science. Rubric will be attached, click here.
14	Additional Forms Musher Interview This interview will be part of your presentation; one team member will be the interviewer, the other the interviewee. Interview Blank: Interviewer: _____________________________ Interviewee (team musher): _____________________________ Example questions> Where were you born? Where do you live? Do you have a family? How long did you train for this race? Where did you practice? How many dogs do you own? Who are your sponsors? Is this your first time participating in the Iditarod? If not, what was your best finish? Why do you participate in this race? Other interesting facts about your musher, in question form can be included.
15	Additional Forms Time/ Distance tracking form Distance Recording Sheet: Musher: _______________________________ Date Start time Stop time Time traveled Distance traveled Starting place Stopping place Gained/lost # of dogs Create table with the following headings, record your daily information
16	Evaluation Rubric Find below the rubrics for your completion of the project: A teamwork Completed tracking sheet/ math assignments PowerPoint presentation Interview Created items
17	Rubric for PowerPoint Presentation
18	Rubric for Interview
19	Conclusion With completion of this web quest I hope you are aware of the challenges such a race entices. The history and uniqueness of this race, the meaning it has to Alaska and its natives. I also hope you continue to follow this race as a yearly event in your own life, maybe see it in person one day, and become as determined to fulfill your life’s goals as the musher’s to completing the race. Jan. 2004 I. Shirley