I Did a What? A WebQuest for the Iditarod Designed by Lisa Bever [email protected].

I Did a What?

A WebQuest for the Iditarod

Designed by Lisa [email protected]

IntroductionIntroductionIntroduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes

MUSH!Your winter coat has grown thick, the snow crunches underfoot, you’ve been strengthened after months of training.The Iditarod will begin soon and your team must be ready!As the veteran dogs on the team, your challenge is training the rookie dog for the race. You already know the ropes but there is much to teach this new friend – you better get started!

IditarodCreated by Lisa Bever

August 3, 2004

The ProcessThe Process

1. Find answers to the questions your inquisitive rookie has asked your team.

2. Research these questions and fill out the questionnaire. 3. Your group may choose 2 of the following projects.

Click the for project tips!• Map the route and distance the teams will travel each

day• Graph the distance traveled daily• Create an AD to entice other dogs to move to Alaska• Create a Daily Journal of an Iditarod Sled Dog.• Create a Power Point Presentation of the rules and

history of the race• Make a DOG radio broadcast covering the Iditarod



August 3, 2004

EvaluationEvaluation

Points will be awarded for each project. Will you perform as a lead dog or further down the pecking order?*Rubrics are included for each project.

Is the Map clear and accurately labeled?

Is the Graph clear and accurately labeled?

Is the Advertisement Poster persuasive and neat?

Does the Journal contain accurate information?

Is the Power Point Presentation visually appealing and informative?

Is the “Dogcast” creative and informative?



August 3, 2004

StandardsStandards

Written 5th grade Grade 5English/Language ArtsStructural Features of Informational and Technical Materials 5.2.1 Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and

organization, to find information and support understanding.5.2.2 Analyze text that is organized in sequential or chronological order.Comprehension and Analysis of Grade-Level-Appropriate Text 5.2.3 Recognize main ideas presented in texts, identifying and assessing evidence that supports those ideas.5.2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and

prior knowledge.Expository (Informational) Critique 5.2.5 Distinguish among facts, supported inferences, and opinions in text.WRITING: Process Organization and Focus 5.4.1 Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing.5.4.2 Write stories with multiple paragraphs that develop a situation or plot, describe the setting, and include an

ending.5.4.3 Write informational pieces with multiple paragraphs

Continued on the next page…..



August 3, 2004

StandardsStandards

Written for grades 2 and 5 Grade 5English/Language ArtsWRITING: Process Evaluation and Revision 5.4.8 Review, evaluate, and revise writing for meaning and clarity.5.4.9 Proofread one’s own writing, as well as that of others, using an editing checklist or set of rules, with specific

examples of corrections of specific errors.5.4.10 Edit and revise writing to improve meaning and focus through adding, deleting, combining, clarifying, and

rearranging words and sentences.5.5.2 Write responses to literature 5.5.3 Write research reports about important ideas, issues, or events 5.5.4 Write persuasive letters 5.7.9 Deliver narrative Geography 5.3.2Name and locate states, major cities, major regions, major rivers, and mountain ranges in the United

States. Continued on the next page…..



August 3, 2004

StandardsStandards

Written for 5th GradeGrade 5Geography 5.3.2Name and locate states, major cities, major regions, major rivers, and mountain ranges in the United

States.5.3.11Give examples of how specific physical features influenced historical events and movements.Mathematics5.6.1 Explain which types of displays are appropriate for various sets of data.



August 3, 2004

ResourcesResources

Great SitesThe Official Iditarod website Cabela's Iditarod Trail Sled Dog Race CoverageAnchorage Daily NewsDogsled.comIditarod FactsMrs. Morgan's Great Iditarod AdventureUltimateIditarod.comTo make your own map click here:

http://www.nationalgeographic.com/xpeditions/atlas/


Books to ReadStone Fox by John Reynolds Gardiner

Kiana’s Iditarod by Shelley Gill http://www.shelleygill.com/


August 3, 2004

Back to the Process

Teacher NotesTeacher Notes

This Web Quest was aligned with 5th grade standards but may be adapted for other grades.

Rubrics are included for each project.

Credits:http://www.iditarod.com/map-1.htmlhttp://www.nationalgeographic.com/xpeditions/atlas/http://www.pinetreeline.org/sunac/detail/sunac-1c.htmlhttp://www.alaskatravel.com/denali-park/dog-sled-tour-a.htmlhttp://www.dogsledding.is/Foto/Sunset.jpghttp://www.grandtarghee.com/winter/activities/images/dogsled2.jpghttp://www.yma.yk.ca/images/photos/dogsled.jpgwww.torreypine.org/ tpkids.htm



August 3, 2004

Rookie QuestionsRookie Questions1. What are the High and Low temperatures in Alaska

during the Iditarod?2. How long is the race?3. List at least 5 animals native to Alaska.4. List at least 5 new words and write the meaning.5. When did the race begin?6. Who started the race?7. What are the rules of the race?8. When does the race begin and when does it end?9. How are the dogs grained?10. What do the mushers wear during the race?

Back to the Process IditarodCreated by Lisa Bever

August 3, 2004

RubricsRubrics

Map Rubric Graph Rubric Poster Rubric Journal Rubric PowerPoint Rubric Dogcast Rubric

Back to the Evaluation

Back to the Process

The RouteThe Route

The Process - Map TipsThe Process - Map Tips

To make your own map click here: http://www.nationalgeographic.com/xpeditions/atlas/

• The map needs to be labeled correctly.

• Note checkpoints and towns.

• Include the legend and show the distance between points.

• Please make your map easy to read and neat!• Look at the Map Rubric to see how your teacher will grade

you!



August 3, 2004

Map the route and distance the teams will travel each day

Back to the Process

The Process – Graph TipsThe Process – Graph Tips

http://www.iditarod.com/race_updates_.html

• You may use Excel or create your own graph!

• Make sure your graph is labeled correctly.

• Please make your graph neat and easy to read!

• Look at the Graph Rubric to see how your teacher will grade you!



August 3, 2004

Choose a musher and graph the distance traveled daily.

Back to the Process

The Process – Poster TipsThe Process – Poster Tips

Create an AD to entice other dogs to move to Alaska



August 3, 2004

• Make a poster using your choice of materials

• Ad pictures to make it visually appealing

• Please use your research and use accurate information.

• Please make it neat and easy to read!

• Look at the Poster Rubric to see how your teacher will grade you!

Back to the Process

The Process – Journal TipsThe Process – Journal Tips

Create a Daily Journal of an Iditarod Sled Dog.



August 3, 2004

• Pretend you are a sled dog entered in the Iditarod.

• Write a daily journal of your adventure.

• Include the setting, (where and when)

• How are you feeling?

• Use your research and use accurate information.

• Please make it neat and easy to read.• Look at the Journal Rubric to see how your teacher will

grade you! Back to the Process

The Process – PowerPoint TipsThe Process – PowerPoint Tips

Create a Power Point Presentation



August 3, 2004

• Create a Power Point Presentation • Include the rules and history of the Iditarod• Look at the Power Point Rubric to see how your teacher

will grade you!

Back to the Process

The Process – “Dogcast” TipsThe Process – “Dogcast” Tips

• You are covering the Iditarod from a dog’s point of view

• Include the setting. (Where and when)

• Use your research and use accurate information

• Speak clearly

• Be creative!• Look at the “Dogcast” Rubric to see how your teacher

will grade you!



August 3, 2004

Make a DOG radio broadcast covering the Iditarod

Back to the Process

Map RubricMap Rubric

Lead Dog - 5 pts Team Dog - 3 pts Rookie Dog - 1 pt

Map LabelsClearly and accurately labeled Accurately labeled

Map has some labels

Route LabelsClearly and accurately labeled Accurately labeled

Route has some labels

TitleTitle is neatly done.

Title has areas that are sloppy. Work is Illegible

Map Rubic


Graph RubricGraph Rubric

Lead Dog - 5 pts Team Dog - 3 pts Rookie Dog - 1 ptGraph clearly labeled

Clearly and accurately labeled Accurately labeled Has some labels

Correct graph Complete Missing items Incorrect graph

LegibilityWork is neatly done.

Work has three or four areas that are sloppy. Work is Illegible

Graph Rubic


Poster RubricPoster Rubric


Spelling/grammar

Presentation has no more than two misspellings and/or grammatical errors

Presentation has three misspellings and/or grammatical errors.

Work has four or more spelling errors and/or grammatical errors

NeatnessWork is neatly done.


Creativity

The ideas expressed by the body of work demonstrate a high degree of originality.

The ideas expressed by the body of work are mostly original. The group may have improved upon a

The ideas expressed by the body of work demonstrate a low degree of originality.

Persuasiveness

Evidence clearly supports the position; evidence is sufficient.

Evidence clearly supports the position; but there is not enough

Argument is supported by limited evidence.

Advertisement Poster Rubic


Journal RubricJournal Rubric


Spelling/grammar




NeatnessWork is neatly done.


Accurate information

Student demonstrates full knowledge

Student is uncomfortable with content and is able to demonstrate basic concepts.

Student does not have grasp of information; student cannot answer questions about subject

Journal Rubic


Power Point RubricPower Point Rubric


Spelling/grammar




Visual appealWork is neatly done.






Powerpoint Rubic


Dogcast RubricDogcast Rubric


Creativey

The ideas expressed by the body of work demonstrate a high degree of originality.

The ideas expressed by the body of work are mostly original. The group may have improved upon a previous idea.

The ideas expressed by the body of work demonstrate a low degree of originality.





Presentation

Visuals related to text and presentation.

Student occasional used visuals that rarely support text and presentation.

Student did not use visuals to support text and presentation.

Dogcast Rubic


I Did a What? A WebQuest for the Iditarod Designed by Lisa Bever [email protected].

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Transcript of I Did a What? A WebQuest for the Iditarod Designed by Lisa Bever [email protected].