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Transcript

Traveling the Land

Unit 4

Qimmuksit

[ Dog ]

OUTLINETRAVELING THE LANDUnit 4

PolarHusky.com© NOMADS Online Classroom Expeditions Arctic Transect 2004 Curriculum1

Overview:Imagine your life without planes, trains or automobiles...motor boats,bikes or skateboards. The Inuit lived without all of these and still managedto travel large distances to reach hunting grounds, fishing areas and otherplaces where important resources were located. Students recreate travelby dogsled, kayak and foot while sharpening navigation, first aid and othersurvival skills.

Trail Report:Report 04

Chat Topic:Travel

Subject Areas:ArtHealthLanguage ArtsPhysical EducationScienceSocial Studies

Skills:- brainstorming- mapping- observing- comparing/contrasting- writing- discussing- hiking- snowshoeing- canoeing- reflecting- assessing danger- evaluating- researching

National Standards:CivicsEconomicsEnglishForeign LanguageGeographyHealthMathematicsPhysical EducationScienceTechnologyTheaterUS HistoryWorld HistoryVisual Arts

Concepts:

1. Traditional travel methods of the Inuit were dictated by theseasons.

2. First aid and safety are important skills in any survival situation.3. Navigation is considered an art and has changed drastically over

time.4. Fast and efficient travel is a necessary component for living in a

global society.

Table of Contents

Background InformationSeasonal Travel .............................................................. 2Traveling with the Polar Huskies.......................................... 2

On the Trail4-1 Experience: Natural Navigation ...................................... 54-2 Explore: Past vs. Present.............................................. 74-3 Expand: Fresh Air....................................................... 9

First Aid, Survival and Safety4-4 Experience: Backpack First Aid Kit ................................114-5 Explore: Survive Alive ...............................................124-6 Expand: A-B-C ........................................................14

Extension Ideas.................................................................16

The Science of Navigation ....................................................17

Online Chat 04 – Travel .......................................................19

Questions for the Team .......................................................20

Student Pages/Teacher Notes................................................21

References and Resources....................................................28

BACKGROUNDTRAVELING THE LANDUnit 4

Traveling the Land

Seasonal Travel. Traditionally, the Inuit lived in small groups of related families. Communitieswere located close to important seasonal hunting grounds. Living and surviving meant traveling tofind and harvest animals. Families moved inland in the fall to hunt caribou. Later, during freezeup, they fished for arctic char. Seal hunting was done in winter and spring along coastal areas andsummer meant finding bird eggs.

Unique to the Inuit was the kayak (qayaq). These were traditionally made using a frame ofdriftwood covered with skins from bearded seals sewn tightly together. Kayaks were used to huntcaribou on inland lakes and rivers, and seals, walrus and whales on the ocean. They were theprimary means of water travel; however, when families and all their possessions were transported,an Umiaq, or large open boat, was used. These were covered with tougher walrus skin.

The Komatik (qamutik) was also somewhat unique to the Inuit although other arctic people alsoused sleds during winter. Komatiks were constructed from whatever materials were available at thetime, but most often out of driftwood, bones and caribou antlers. One account recalled runnersconstructed using frozen fish wrapped in sealskin (Peplinski). Regardless of construction, runnerswere covered with a moss-dirt mixture that eventually froze solid. Water was sprayed from themouth of the person constructing the sled on top of the runners and then smoothed over with polarbear skin. The process was repeated until a thick layer of ice covered the runners. Even today,Komatiks are lashed together rather than nailed or screw. This allows the sled to bend and flexover rough ice and uneven terrain.

Dogs were an essential part of Inuit survival. Like a spear or a knife, Inuit dogs were viewed moreas a tool to be used rather than as a companion. In winter and spring, small teams of two to fivedogs were attached to komatiks. Traditionally, dogs were hooked in a “fan hitch” where each dogwas connected to the komatik by an individual trace at an equal distance. In summer and fall, dogswere also responsible for carrying equipment and tools to hunting and fishing grounds.

For the Inuit traveling on the land, distance was measured in time. However, the time it took totravel to a specific location could vary depending on the season as well as the weather and foodavailability. Therefore, the Inuit conceptualized the land they traveled on not from an aerialperspective, like our modern maps, but rather, as a series of linear points connected by the time ittook to reach them. They also created stone figures called Inukshuks to mark their routes.

Many Inuit travel methods today reflect traditional methods and the roles of seasons and climate.People still travel on the land to hunt, fish and see new places. Spring is often a time when familiesleave home to travel and camp out in the ‘country’. Some people continue to use dog teams aswell. In fact, by law, the hunting of polar bears can only be done by dogsled. During the winter,however, Skidoos (snowmobiles) are used as a main mode of transportation. Umiaqs and kayakshave been replaced by modern boats with outboard motors. Even cars, trucks and ATVs havefound their way into the most remote communities.

Traveling with the Polar Huskies. The Arctic Transect 2004 team members’ preferred method oftravel is the dog team. They do, of course, travel in cars, trucks and planes at various times;however, while on the trail, they rely mainly on dog and people power. Team members also usemodern clothing, navigational tools, food and vitamin supplements. Unlike other expeditions, ArcticTransect 2004 explorers travel on land in order to better educate the world about culture, theenvironment and important social issues.

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BACKGROUNDTRAVELING THE LANDUnit 4

Each sled holds between 1,000 and 1,400 pounds. It is fourteen feet long and made of wood(birch and ash), except for the slippery and durable plastic runners. The sled is lashed togetherinstead of being bolted or nailed. This gives the sled both strength and flexibility. The sleds haveto be as tough as nails, even though they are not constructed with them. Sleds commonly bounceoff and smash against large rocks and gigantic ice ridges.

The sleds are vital to the success of the expedition. They hold all of the supplies needed for theArctic Transect 2004 expedition. One sled carries the communication equipment (speciallydesigned to survive very cold and harsh weather) that allows team members to send trail reports,participate in online chats and send videos. Another sled carries the dog harness repair kit andradio equipment. Each sled also has emergency flares, which might be needed to contact the restof the team in the event of trouble. Personal gear, sleeping bags, tents, and dog and people foodare all divided up evenly. Each of the sleds is designed to hold enough supplies for two people forat least thirty days.

As a rule of thumb, each Polar Husky pulls one and a half times its weight and ten dogs arehooked up to one sled. Each dog averages in weight between 90-100 pounds and wears acustom-fit harness. Attached to the back of the harness is a rope called the tugline that isconnected to the mainline, which is connected to the sled. Each dog is also attached to themainline by a neckline, helping keep the dog in its place. Within the team, each dog has a specificjob.

Leaders - very smart, understand "Gee" (right) and "Chaw" (left), keep the mainline tightwhen the team is stopped; listen for directions from the musher.

Point - position right behind the leader, push leaders forward if they are slacking; may beleaders some day.

Team - dogs in the middle of the team, steady pullers; this is the place where puppies go tobe trained by the seasoned veterans.

Wheel - position directly in front of the sled, usually the biggest and strongest; dogs who havelots of enthusiasm and are all-around hard workers.

The Arctic Transect 2004 team travels at a Polar Husky pace. The dogs run at an average of 4-5miles per hour. The dogs can travel much faster when pulling an empty sled; however, as teammembers are traveling in remote areas with few re-supply points, they must deal with very heavyloads. Consequently, Arctic Transect 2004 team members need dog teams that balance speedwith strength.

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ON THE TRAILTRAVELING THE LANDUnit 4

On the Trail

For the Inuit, survival depended on locating game (no matter how far away) and returning safelyhome. Most often, they mentally noted landmarks to help them navigate. When familiarlandmarks were nowhere to be found, the Inuit used wind, snowdrifts, ocean currents, animalmovements and even dreams to help them navigate through vast arctic areas. Awareness of thesun's location relative to a course provided a reference point as well. In addition, the sun servedas a time keeper before clocks were introduced to help track a day’s progress. Stars were alsoused as guides. Once a bearing was determined, any bright star could be used to keep traveling inthe same relative direction. Using stars to determine the course of travel required a thoroughknowledge of star and constellation positions in relation to their seasonal and daily movements.

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4-1. Natural Navigation ..................................................................... 5Landmarks are the navigation focus in this activity. Students use landmarks toconstruct a familiar route.

4-2. Past vs. Present ......................................................................... 7Using Venn diagrams, students compare and contrast traditional and contemporaryInuit travel methods, analyzing the impact each method makes on culture and theenvironment.Student Page.................................................................................... 21

4-3. Fresh Air ................................................................................... 9Experience and celebrate a traditional Inuit travel method by getting out of theclassroom. Pack a lunch, a pen and possibly some snowshoes and you are on yourway!Student Page.................................................................................... 22

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TRAVELING THE LAND: ON THE TRAIL ACTIVITY 4-1Unit 4

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Natural Navigation

Background: Since the beginning of time, people have found theirway using different methods to determine direction. Being lost canbe dangerous, so knowing where you are and where you want to gois important. People of the past used many different methods fornavigation including observing natural clues, locating celestialbodies and remembering important landmarks. All of these methodscan still be used today, although some methods are more precisethan others.

Contemporary navigation methods are simply not possible withoutspecial equipment. Topographic maps, compasses and GlobalPositional Systems (GPS) enable hikers, militaries, explorers andsailors to define their exact locations while providing directions todestinations.

Following landmarks (a collection of visible features) is one of themost common, and most effective, strategies used in historical andcontemporary navigation. The Inuit used landmarks to identifytraditional hunting and fishing locations and to keep from gettinglost. They also constructed Inukshuks (piles of stones that weresometimes formed into the shape of a person). These were used asreference points where no landmarks were obvious.

Procedure: see page 6

Activity Level:Experience

Subject Areas:Social StudiesArtLanguage Arts

Objectives:Students will...

• Understand differentmethods of navigation.

• Explore the rolelandmarks play innavigation.

• Identify landmarks reliedupon in their own lives.

Time Consideration:30 minutes – 1 hour

Materials:• Black or marker board

• Paper

• Pen or pencil

• Drawing paper

• Markers, pens, colorcrayons, rulers, etc.

Vocabulary:Navigation, landmark,Inukshuk

Assessment:Upon completion of thisactivity students should...

• Participate in abrainstorming session onnavigation methods.

• Identify landmarksencountered oncommonly taken routes.

• Create a landmark map orwrite a landmark essay.

Additional Resources:

http://www.nationalgeographic.com/xpeditions/standards/02/Geography Standards: Xpeditions – a site hosted by NationalGeographic explaining national geography standard #2, “How to UseMental Maps to Organize Information About People, Places, andEnvironments in a Spatial Context”.

http://geography.miningco.com/library/weekly/aa121597.htm MentalMaps - an excellent description of the concept of a “mental map”.

TRAVELING THE LAND: ON THE TRAIL ACTIVITY 4-1Unit 4

Natural Navigation - Continued

Procedure:1. As a class, students should brainstorm a list of different ways to tell direction. Navigation tools

and strategies from the past and present should be included. Encourage students to considerland, air, water, urban and nature navigation. Record answers on the board. Some possibilitiesfor answers include the North Star, sun, moon, animal habits, stars, compasses,latitude/longitude, maps and GPS.

2. After a list has been compiled, explain to the students that following landmarks (a collection ofvisible features) is one of the most common, and most effective, strategies used fornavigation. The Inuit used landmarks to identify traditional hunting and fishing locations andto keep from getting lost. Instruct students to make a list of five places they go frequently,such as school, the grocery store, a mall, a friend’s or relative’s home, etc.

3. Ask students to choose one place from their list. What are some landmarks they notice on theway to this place? They should record a few of the landmarks they encounter that “tell” themthey are going in the right direction.

4. Students now need to draw a map of the route to the place they have chosen, usinglandmarks as the only identification markers. Students should highlight at least five importantlandmarks that can be seen, heard, felt or smelled.

5. Street names or directions on the map are not necessary. Be sure students include the propercharacteristics of a map – Title (what is the map about?), Orientation (include an arrowpointing north), Date (when was the map created?), Author (who developed it?), Legend(what are the features on the map?), and Scale (what distance does one inch represent on themap?). An excellent way to remember these characteristics is the acronym TODALS. Forexample, if a tree is used as a landmark, the key should show a picture of the tree along witha description, “the big oak tree with a tire swing.” The starting and ending location should alsobe identified and labeled.

6. Share and display maps when they are completed.

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TRAVELING THE LAND: ON THE TRAIL ACTIVITY 4-2Unit 4

Past vs. Present

Background: Traditional Inuit culture depended on the land forfood and transportation. During the summer, people made stoneweirs to catch arctic char swimming downstream. In the fall, theyhiked inland to find caribou. Some seal hunting was done in earlywinter; however, the coldest part of winter found people stayingput and living off food stores. Spring was great for traveling anddog teams were used to hunt seal and caribou.

Procedure: see page 7

Activity Level:Explore

Subject Areas:Language ArtsSocial Studies

Objectives:Students will...

• Understand the types oftransportation used bythe Inuit.

• Compare and contrasttraditional andcontemporary methods oftravel used by the Inuit.

• Analyze pros and cons foreach method of travel.

Time Consideration:25 - 45 minutes

Materials:• Student Page 4-2 “Past

vs. Present”

• Pen or pencil

Vocabulary:Skidoo

Assessment:Upon completion of thisactivity students should...

• Complete Student Page4-2.

• Discuss traditional andcontemporary travelmethods of the Inuit.

• Write an opinion essay.

Additional Resources:

http://www.snowmobileacsa.org/page.cfm/16/ American Council ofSnowmobile Associations – an excellent link for students to use toresearch how snowmobiling impacts people and the environment.

http://www.graphic.org/venbas.html Venn Diagram Basic - brief yetthorough explanation of the Venn diagram; includes an example of thegraphic organizer.

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TRAVELING THE LAND: ON THE TRAIL ACTIVITY 4-2Unit 4

Past vs. Present - Continued

Procedure:

1. Read or explain the background information to the students.

2. Inform students that the Inuit use similar transportation methods today. Using a Venndiagram, they will compare and contrast traditional transportation methods with contemporarytransportation methods.

3. Hand out Student Page 4-2. If students are not familiar with Venn diagrams, explain to themthat the similarities between the two things being compared are placed where the circlesoverlap. See link under “Additional Resources” if further instructions are needed.

4. Divide the class in half. One half of the class will compare and contrast the snowshoe with the“skidoo” (snowmobile). The other half of the class will compare birch bark canoes withmotorboats. Each student should complete his or her own diagram.

5. On the board, list the categories students should consider when completing Handout 4-2.Suggestions for categories appear below:

cost, efficiency, safety, impact on the environment, impact on culture,number of people to make and use, construction, purpose

6. After Venn diagrams are completed, have the students in each half of the class form smallgroups to compare their diagrams. They should also discuss the pros and cons of eachtransportation method. Which method benefits the people the most? Which method is betterfor the environment?

7. After the short group discussion, each student should write a brief essay explaining themethod of transportation they think is “better”. Students should hand in both the diagram andthe essay.

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TRAVELING THE LAND: ON THE TRAILUnit 4 ACTIVITY 4-3

Fresh Air

Background: The traditional Inuit adapted their travel methodsto the seasons in order to survive. In the summer and early fall,kayaks were used to travel, fish and hunt on inland lakes as wellas the ocean. In the winter, dogsleds enabled people to travelefficiently across the snow-covered hunting grounds.

Procedure:1. You will need to plan ahead for this activity. You will be taking

your students on a short journey, reminiscent of traditionalInuit travel methods. Depending on your climate and theavailability of resources, your students will either be hiking,canoeing or snowshoeing. Check with your school orcommunity group for permission slips and resources. Alsodevelop an alternative experience for students who are notable to participate in the journey.

2. After the planning is complete, inform students when andwhere they will be going, how they will be traveling, what theyshould wear and what they should bring. All students shouldbring something with which to write and a snack or lunch.

3. You’re off! Check equipment and supplies. Enjoy the journey!

4. During the lunch or snack break, have students break intosmall groups. Hand out Student Page 4-3. Each group shouldanswer most of the questions listed on the worksheet.

5. Once groups have completed Student Page 4-3, continue onthe journey.

6. When the journey is over, have students fill in any answers ontheir handout that are missing. Share their experiences usingStudent Page 4-3 as a guide.

Activity Level:Expand

Subject Areas:Physical EducationLanguage ArtsSocial Studies

Objectives:Students will...

• Understand traditionalInuit travel methods.

• Experience a traditionaltravel method.

• Analyze a traditionaltravel method.

Time Consideration:Depending upon travelmethod

Materials:• Student Page 4-3

• Permission slips

• Snack or bag lunch

• Journey-specific gear:sneakers, hiking boots,canoes, paddles orsnowshoes

Vocabulary:None

Assessment:Upon completion of thisactivity students should...

• Participate in a traditionalInuit travel method.

• Complete Student Page4-3.

• Reflect on theirexperience with the travelmethod.

Additional Resources:

http://www.ntwrks.com/~mikev/chart1.html Calorie Chart - foods aresorted alphabetically on this comprehensive, easy-to-use site; allinformation is obtained from the U.S. Department of Agriculture.

http://www.healthfxamerica.com/lifestyles/calactvy.htm HealthFXAmerican Calorie Calculator - convenient, easy-to-use online caloriecalculations; simply enter your body weight and the duration of theactivity (the list includes walking and snowshoeing) and it calculates yourpersonal calorie expenditure.

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FIRST AID, SURVIVAL, SAFETYTRAVELING THE LANDUnit 4

First Aid, Survival and Safety

Successfully treating a heart attack, a broken arm or even a paper cut requires following theexact same basic first aid procedures. It is important to realize that the key to all medical careand successful treatment of an injury means taking time to properly assess the patient. Beforebeginning any type of first aid, you must first evaluate your patient's condition to determine whatmay be wrong. Implementation of an appropriate treatment plan is the next step. In backcountrysituations, team members need to make a judgment call about whether the person can continueon the trip or if they require evacuation to receive additional medical care. Medical professionalsalways recommend being conservative while assuming that the worst has happened to thepatient.

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4-4. Backpack First Aid Kit ............................................................... 11Students define and make a basic first aid kit for their backpack.Teacher Notes: Items for Backpack Kit.................................................... 23

4-5. Survive Alive............................................................................ 12Create a survival kit based on the seven needs of survival.Teacher Notes: Survival Notes .............................................................. 24Student Page.................................................................................... 25

4-6. A-B-C...................................................................................... 14Introduced to the basic principles of patient assessment system (PAS), studentsreenact a first aid scenario.Student Page.................................................................................... 26

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Unit 4 TRAVELING THE LAND : FIRST AID, SURVIVAL AND SAFETY ACTIVITY 4-4

Backpack First Aid Kit

Background: It is important to remember that a first aid kit is reallyonly as good as the person who is using it. Reacting properly to afirst aid situation is the most important step in treatment; however,being prepared when trouble arises is just as important. Carrying afirst aid kit is an essential part of being safe during everyday life.

First aid kits come in many different shapes and sizes. For example,a first aid kit taken on a long expedition (such as Arctic Transect2004), where hospitals are few and far between, can be very largeand include equipment that requires special training and knowledgefor proper use. Regardless of size, first aid items should be placed inan easily recognizable container. If placed in a backpack, a first aidkit should be accessible even when the pack is full. It is also a goodidea to place the kit in the same location every time so when anemergency arises, it can be easily located. When making a first aidkit, consider your location, which team members will be using it, howoften, and of course, your medical training.

Procedure:1. Gather supplies for student first aid kits. Obtain supplies yourself

or ask students to bring in their own kit making supplies. Ifsupplies are not available, you could have student draw each itemto make an “imaginary” kit.

2. Introduce the idea of first aid kits, and ask students to define afirst aid kit. Also ask students to brainstorm items that might bein a first aid kit. Once the student list is finished, show someexamples of what might be included in a general kit. Informstudents that they will be making a simple first aid kit for theirbackpacks.

3. Place first aid supplies on a table and allow students to compiletheir backpack first aid kits.

4. Discuss with students where the kits should be kept in theirbackpacks and possible situations that might arise when their kitwould be useful. Emphasize to students that they should alwaysfind an adult to help with an emergency, even before using theirfirst aid kit

5.

Activity Level:Experience

Subject Areas:ScienceArt

Objectives:Students will...

• Understand why first aidkits are important tosafety.

• Identify basic first aidgear.

• Formulate ideas aboutfirst aid treatment.

Time Consideration:30 minutes

Materials:• Teacher Notes 4-4

“Suggested First Aid Kit”

• First aid supplies

• “Ziploc”® bags

Vocabulary:First aid kit

Assessment:Upon completion of thisactivity students should...

• Define a first aid kit.

• Make a simple backpackfirst aid kit.

• Give an example of asituation where a first aidkit could be used.Additional Resources:

Wilderness First Aid Emergency Care for Remote Locations – acomprehensive manual from the National Safety Council and theWilderness Medical Society.

http://www.geocities.com/Heartland/Acres/6690/firstaid.htm First AidKit Lists – just like the name implies it lists supplies that should beincluded in different types of first aid kits.

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TRAVELING THE LAND : FIRST AID, SURVIVAL AND SAFETYUnit 4 ACTIVITY 4-5

Survive Alive

Background: Humans have just seven basic needs for survival:positive mental attitude (PMA), air, warmth, shelter, rest, waterand food. If all of these needs are met, within a specific timeperiod, then survival is possible. If any of these needs are notprovided for, then survival becomes extremely unlikely. Theseseven needs are organized according to the "Rule of 3s"depending on the length of time that the human body can livewithout them. Depending on the need, if it is not met in 3minutes, 3 hours, 3 days or 3 weeks -- death will surely follow.Survival situations have the potential to happen at anytime,anywhere. Understanding basic human needs, being prepared,having a plan of action and being able to work as a team are allskills that will aid in staying alive should a survival situation arise.

Positive Mental Attitude is one of the most important elements forsurviving. Maintaining a positive mental attitude will reduce panic,fear and weariness. Keeping a clear head by remaining calm,logically thinking through problems and prioritizing needs couldmake the difference between life and death. One way to thinkclearly is to remember the acronym STOP.

S - stop Consciously remain calm. Clear yourthoughts and focus on the problem.

T - think Evaluate immediate and future danger.Identify practical solutions.

0 - observe Organize. Look around you for resources youcan use. After you identify a few options,pick one.

P - plan Formulate a plan of survival using resourcesand your available energy. Be creative andflexible, making adjustments as necessary.

Activity Level:Explore

Subject Areas:HealthScienceSocial Studies

Objectives:Students will...

• Understand basic survivalneeds.

• Evaluate the importanceof specific gear in aparticular situation.

• Assess equipment needsand rescue plans in anysurvival situation.

Time Consideration:45 minutes

Materials:• Student Page 4-5

“Survive Alive”

• Teacher Notes 4-5“Survival Notes”

Vocabulary:Positive mental attitude,S.T.O.P.

Assessment:Upon completion of thisactivity students should...

• List the seven basic needsof survival.

• Complete Student Page4-5.

• Create survival kit.

Additional Resources:

http://www.startribune.com/stories/389/783697.html What you needin a car survival kit – an article from the Minneapolis Star Tribune witha list from people who know how to survive winter – Minnesotans!

http://www.equipped.com/kidprimr.htm Equipped to Survive, A kid’swilderness survival primer – an easy to read overview of importantsurvival tips.

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TRAVELING THE LAND: FIRST AID, SURVIVAL AND SAFETY ACTIVITY 4-5Unit 4

Survive Alive - Continued

Procedure:1. Ask students to brainstorm a list of all the things that people need in order to live and survive.

Write their answers on the board.

2. Inform the class that while many items from their lists can be useful, they really only needseven basic things in order to survive.

3. Introduce students to the seven basic needs of survival (see Background Information).

4. Divide the class into groups of 3 or 4 and pass out Student Page 4-5. Ask groups to read thesituation presented on the worksheet and rank the items shown in order of importance (1being the most useful and 15 being the least useful).

5. Create a comprehensive list on the board so all the groups can compare their answers.

6. Read Teacher Notes 4-5 to the class and discuss each group’s results. Ask students to reflecton how this information might apply to other survival situations. As a group, create a “survivalkit” that might be placed in a car or a backpack.

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TRAVELING THE LAND : FIRST AID, SURVIVAL AND SAFETYUnit 4 ACTIVITY 4-6

A-B-C

Background Information: The patient assessment system(PAS) was designed to provide a comprehensive process toevaluate a patient's condition. Patient assessment is a complexskill that can be done well only with practice. Although there aregeneral principles of patient assessment, they must be adapted toindividual situations.

The first step in PAS is to assess the scene. The safety of therescuer must come first at all times. Before approaching apatient, make sure that the scene is safe. Taking unnecessaryrisks could mean the potential for more injuries. It is important toavoid anything that might bring you harm while trying to deliverfirst aid - including the patient. Once the situation is deemed safe,it is okay to approach the victim. Remember, if there is anyreason the area could be considered dangerous, you should nottry to treat the patient.

If the patient is in imminent danger (i.e. on thin ice), you mayneed to move them to another location before starting yourassessment. Take proper precautions to maintain your safety atthe scene, including wearing latex gloves (to protect the first aidgiver from harmful diseases the patient might have). Look forclues regarding the cause of injury.

The next step is the primary assessment. The goal of the primary(or initial) assessment is to identify any potential life-threateningsituations that must be dealt with immediately. The primaryassessment is prioritized and should be performed in the followingorder: A (Airway), B (Breathing), C (Circulation), and then D(Disability i.e. broken leg, neck, etc.). If you find any problem inthe primary assessment, stop assessing and treat the patientimmediately. The primary assessment may last only a fewseconds if the patient is alert, walking around, and speaking toyou; or several minutes if the patient is experiencing a serious "A,B or C" problem.

Activity Level:Expand

Subject Areas:HealthSocial StudiesLanguage Arts

Objectives:Students will...

• Understand the basicprinciples of patientassessment.

• Predict appropriate firstaid measures.

• Evaluate the role of PASin personal situations.

Time Consideration:30 – 45 minutes

Materials:• Student Page 4-6 “First aid Scenarios”

Vocabulary:Patient assessmentsystem, airway,breathing, circulation,disability

Assessment:Upon completion of thisactivity students should...

• List and describe inproper order: airway,breathing, circulation anddisability.

• Complete a reenactmentof an expedition first aidscenario.

• Apply patient assessmentstrategies to theirpersonal lives.

Additional Resources:

http://sanfranciscobay.sierraclub.org/backpacking/Leaders_Corner/StandardFirstAid.htm Standard First Aid - a quick an easy guide to patientassessment. Make sure to check out the scene survey section.

http://www.gorp.com/gorp/publishers/ics/hea_faid3.htm FirstResponse: The Airway – succinct “A-B-C” information from the peopleat GORP. Keep clicking to find out about important breathing andcirculation information as well.

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TRAVELING THE LAND: FIRST AID, SURVIVAL AND SAFETY ACTIVITY 4-6Unit 4

A-B-C - Continued

Procedure:1. Write the letters “A, B, C and D” on the board in front of the class. Next, introduce patient

assessment system (PAS) to students. Inform the class that for every potential first aidsituation, they must consider airway, breathing, circulation and disability.

2. Divide students into groups of 3 or 4 people. Pass out Student Page 4-6 to each group. Assigneach group one of the four scenarios. Instruct each group to carefully read their scenario.

3. Inform the class that each group is responsible for creating a skit depicting their particularscenario as well as a hypothetical patient assessment and care (and/or evacuation) strategy.Allow groups 15-25 minutes to discuss and practice their scenarios.

4. Present skits. After each “skit”, discuss each group’s assessment and care plan.

5. Review patient assessment with students. Ask students to share some of their personal firstaid/survival situations and how PAS was or was not followed.

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TRAVELING THE LAND EXTENSIONSUnit 4EX

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An important part of navigation is telling time. Have students take off their watches and coverthe classroom clock. Students should write the numbers 1-10 on a piece of paper. At differenttimes during the day have students guess what time it is, recording their guess on theirpiece of paper. Also have them list clues that help them judge time. At the end of the day seehow accurately students were able to estimate time and compare the clues they used (Thisactivity was adapted from Journey North).

Read Jack London’s short story, “To Build a Fire,” to your students. Discuss the mistakesthat the traveler made.

Plan a short nature hike for your students. Discuss safety precautions that are importantwhile traveling outside in a group.

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Research traditional methods for building kayaks. After learning about techniques, builda small model of a traditional kayak from cloth and wood. Try floating the kayaks in a tubof water. Do they float? Do they leak? Which design is the best? Which designs are tipsy?

Invite a certified CPR/First Aid instructor into your class. Practice CPR and various first aidtechniques.

Find pictures and/or articles about adventure groups or expeditions. Have the class lookat the pictures and/or read the articles and then have them brainstorm qualities that theythink the people in these pictures and articles might have. After the students have agood list, introduce the idea that besides being daring, brave and confident, being on anadventure requires planning and organization. Have the class spend a few minutes discussingwhy good planning and organization are necessary. (This activity was adapted fromwww.eduplace.com).

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Ask students to list things that might be important or useful to have when stranded in a car.Encourage students to consider local environmental conditions. Make a survival kit that canbe placed in a car.

Plan a weekend camping trip. Evaluate equipment and food that will be needed. Discusshow the type of trip will affect gear choices. Find a topographic map and use it to chart a route.

Research the controversy surrounding the use of snowmobiles in National parks in theUnited States. Have the students write an argumentative essay explaining his or heropinion about this controversial issue.

Additional Resources:

http://www.ix.net.au/~als/impnav.htm#awa The Bushwalker’s Guide to the Galaxy – this site explainshow to “navigate on the surface of the Earth with less than a GPS or compass.”

http://www.gorp.com/gorp/publishers/menasha/how_surv.htm GORP: How to Navigate theBackcountry – informational, fun-to-read article by Bob Newman that goes through six areas ofsurvival: fire-building, procuring and preparing food and water, shelter construction, first aid; makingand employing signals.

© NOMADS Online Classroom Expeditions Arctic Transect 2004 Curriculum16 PolarHusky.com

Unit 4 TRAVELING THE LAND THE SCIENCE OF…

Activity Level:ExperienceExploreExpand

Subject Areas:Science

Objectives:Students will...

• Understand fundamentalprinciples of navigation.

• Identify major advancesin the history ofnavigation.

• Predict futurenavigational tools.

Time Consideration:45 minutes discussion, 1-2hours additional researchtime required

Materials:• Student Page 4-7

“Navigation through theAges”

• Blindfolds

• Access to researchmaterials

Vocabulary:Navigation, cross-staff,astrolabe, compass,sextant, GPS

Assessment:Upon completion of thisactivity students should...

• Participate in a“navigation” experiment.

• Complete Student Page4-7.

• Make a history ofnavigation timeline.

Additional Resources:

http://www.boatsafe.com/kids/navigation.htm Boat Safe Kids - thehistory of Navigation as written by boatsafe.com.

http://www.pbs.org/wgbh/nova/longitude/ NOVA online – an excellentsite that covers the history of navigation and the search for an accurateway to find longitude. Great links and fun activities like you would expectfrom PBS.

Summary:

Background: Navigation is the science, technology and understandingof finding a position and directing a course of travel. The history ofnavigation can be traced to its Latin meaning - navis means ship andagrere means to move or direct. The term was used in conjunction withships and the sea. Often referred to as an art, navigation has changeddrastically since its humble origins.

Navigation of waterways began before recorded history. Initially,seafarers simply used landmarks, wind and the position of the sun to plottheir course. They traveled by day and found safe harbor at night. Lateron, sailors were able to navigate using stars and constellations. Theyused crude charts and practiced a rudimentary form of dead reckoning.Advances in seamanship aided navigation as well.

Most important to global navigation was the ability to measure latitudeand longitude. The magnetic compass, originally invented by the Chineseover 4,000 years ago, was used by navigators around the 12th century.Using a compass along with a cross-staff and astrolabe, navigators wereable to verify latitude; finding longitude, however, was still difficult as noreliable means of tracking time at sea was available. The same problemplagued navigators until the 1700s when fixing longitude was madepossible by the invention and refinement the chronometer.

Today the sextant and compass have been replaced by Global PositioningSystems (GPS).

“Traveling is no fools’ errand to him whocarries his eyes and itinerary along withhim.”

- Amos Bronson Alcott

The Science of

Navigation

© NOMADS Online Classroom Expeditions Arctic Transect 2004 Curriculum17 PolarHusky.com

TRAVELING THE LAND: THE SCIENCE OF NAVIGATIONUnit 4 PROCEDURE

1. Take students to a large area (preferably outside). Have students find a partner and thenpass one blindfold to each pair. Inform students that they will try to navigate a straightline.

2. Demonstrate the activity with one pair of students. While sighted, ask one partner to pickan object (at least 100 feet away). Then blindfold that partner and ask the other partner tofollow closely without talking. The blindfolded student should walk toward their chosenobject. Have the blindfolded student stop when they think they are close, take off theblindfold, and look around. They should be way off target as it is very difficult to walk in astraight line while blindfolded.

3. Ask students to brainstorm possible aids to navigation (besides sight) that could improvetheir ability to walk in a straight line. Use this discussion to introduce the concept ofnavigation to the students (See background information for details).

4. Divide students into groups and assign each group a navigational tool from the followinglist:

Dead reckoning Sounding reed Wind rose Magnetic compass

Lead line Portolan charts Chip log Cross-staff and Astrolabe

Sextant Mercator projection Chronometer Gyroscopic compass

Radar Loran GPS

5. Pass out Student Page 4-7 and allow each group adequate time to research theirnavigational tool.

6. Ask students to share their findings with the class. Use Student Page 4-7 to create anavigation technology timeline on the wall or board.

7. After the timeline has been completed, discuss possible future technological innovations inthe field of navigation.

© NOMADS Online Classroom Expeditions Arctic Transect 2004 Curriculum18 PolarHusky.com

ONLINE CHATTRAVELING THE LANDUnit 4

© NOMADS Online Classroom Expeditions Arctic Transect 2004 Curriculum19 PolarHusky.com

Travel

Background: People constantly attempt to transport themselves andtheir things around the world in more efficient and faster ways. There aremany ways people travel today: bicycles, skateboards, RVs, ships, boats,airplanes, helicopters, buses, motorcycles, cars, trucks, trains, trolleys;etc. People still use their feet to transport themselves short distances, butwalking usually is not a preferred method of travel when covering longdistances.

Whatever their method or mode, people travel everyday for work and for pleasure. We movefrom place to place within our neighborhoods, communities and countries in addition to travelingaround the world. Because of the demand for faster and more efficient methods of travel, thehistory of transportation is long and full of many inventions. In fact, methods of travel continueto be improved upon and invented today.

The latest attempt at more efficient and faster transportation is the Segway. The invention wasfeatured in the December 10th, 2001 issue of Time magazine. The Segway is a “humantransporter” comprised of a “complex bundle of hardware and software that mimics the humanbody’s ability to maintain its balance. The Segway has no brakes, no engine, no throttle, nogearshift and no steering wheel - and it can carry the average rider for a full day, nonstop, ononly five cents’ worth of electricity.” Although it is priced in the thousands of dollars, theSegway is still “cheaper, cleaner, more efficient and maneuverable” than the automobile. DeanKamen, the inventor of the Segway, hopes to transform the world with his creation. “Hebelieves the Segway ‘will be to the car what the car was to the horse and buggy.’ ”

More efficient and faster transportation methods will continue to evolve, making travel animportant component for living and working in a global society.

Procedure:

1. Access the expedition website PolarHusky.com

2. Add your own opinion or thoughts to the discussion boards. Think about and answer thefollowing questions:

a. If you could travel to one place (and money was not an issue) wherewould you go and why?

b. How has travel changed over time? What changes do you see for thefuture?

c. How does travel impact the world in which we live?

3. Participate in the chat on “Travel” during week 4 of the Arctic Transect 2004 Expedition –Check in the chat section of the website http://www.PolarHusky.com for exact schedule.

QUESTIONSTRAVELING THE LANDUnit 4

Questions for the Team!Arctic Transect 2004 team members use dogs and sleds to travelacross the land much like Inuit people did in the past. Travelingwith dogs across the wilderness can be an exhilarating experience.

Use this simple worksheet to send questions to team members on the trail:

• Email your questions to [email protected]

• Check out the answers in the Question and Answer section of the website:

http://www.PolarHusky.com

Here are some questions other folks have asked:

1. What types of navigational tools do you use?

2. Have you ever been lost?

3. How do the dogs know which way to go?

Now it is your turn!

1.

2.

3.

© NOMADS Online Classroom Expeditions Arctic Transect 2004 Curriculum20 PolarHusky.com

STUDENT PAGE 4-2TRAVELING THE LAND: ON THE TRAILUnit 4

Past vs. Present

Name___________________________

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STUDENT PAGE 4-3TRAVELING THE LAND: ON THE TRAILUnit 4

Reflections on the Journey

Names______________________

In small groups, discuss the following questions, recording your answers on a separate sheet ofpaper.

1. Identify your mode of travel.

2. How far are you going on your journey? How long will it take you?

3. How much effort does your mode of travel require?

4. What muscles are you using in your mode of travel?

5. Approximately how many calories will you burn during the journey? Approximately how manycalories are in your lunch or snack?

6. What kind of clothing are you wearing? Explain why it is appropriate or not appropriate for theactivity.

7. Describe the efficiency of this mode of travel.

8. Would you like to use this mode of travel for getting to and from school every day? Why orwhy not?

9. What purpose does your mode of travel have today? What purpose did it have for thetraditional Inuit?

10. Identify one difficulty experienced during the journey.

11. Identify two things that were enjoyable during the journey.

12. On the back of this handout list three nature observations you made during the journey.

© NOMADS Online Classroom Expeditions Arctic Transect 2004 Curriculum22 PolarHusky.com

TEACHER NOTES 4-4TRAVELING THE LAND: FIRST AID, SURVIVAL AND SAFETYUnit 4

Backpack First Aid Kit

Here is a list of recommended items for a quick and easy backpack first aid kit:

Adhesive strip (large)

Adhesive strip (small)

Antiseptic pad

Sterile gauze pad

Cotton balls

Pencil

Paper

Piece of candy

Triangle bandage (easily made from an old sheet)

Safety pin

Tweezers

Ace bandage (optional)

© NOMADS Online Classroom Expeditions Arctic Transect 2004 Curriculum23 PolarHusky.com

TRAVELING THE LAND: FIRST AID, SURVIVAL AND SAFETY TEACHER NOTES 4-5Unit 4

Survival Notes

Mid-January is the coldest time of year in Minnesota. Therefore, the first problem survivors face is topreserve their body heat and protect themselves against its loss. Building a fire, minimizing movementand exertion, while using as much insulation as possible can address this problem.

The participants have just crash-landed. Many individuals tend to overlook the enormous shock effectthis has on the human body. The deaths of the pilot and copilot increase this shock. Decision makingunder these conditions is extremely difficult. Such a situation requires a strong emphasis upon the useof reasoning not only to make decisions but also to reduce the fear and panic every person wouldnaturally feel.

Before taking off, the pilot always has to file a flight plan. The flight plan contains vital informationregarding the flight, including the course, speed, estimated time of arrival, type of aircraft, number ofpeople on board, etc. Search and rescue operations would begin shortly after the plane failed to arriveat its destination at the estimated time of arrival.

The eighty miles to the nearest known town is a very long walk even under ideal conditions. Under thecircumstances of being in shock, dressed in city clothes, and having deep snow in the woods and avariety of water barriers to cross, the attempt to walk out would mean almost certain death fromfreezing and exhaustion. At the given temperatures, the loss of body heat through exertion is a veryserious matter.

Once survivors have found ways to keep warm, their most immediate problem is to provide signalingmethods to attract the attention of search planes and search parties. Thus, all of the items the grouphas must be assessed according to their value in signaling the group’s whereabouts.

What the pros had to say… (not listed in order of value)

1. Ball of steel wool. Can catch sparks and support a flame

2. Cigarette lighter. Used to produce sparks for fire (warmth and fire)

3. Extra shirt and pants. Warmth for survivors, shelter, bedding, signaling, bandages, string, andtinder

4. Family-sized Hershey bar. Supply energy to survivors for getting wood, setting signals, etc.

5. Can of shortening. Mirror-like surface for signaling, rubbed on body to protect exposed areas,helpful in starting fires, container can be used to melt water or used as a cup

6. Flashlight. Signal (but cold batteries wouldn’t last very long)

7. Piece of rope. Getting/dragging firewood, constructing shelters, burned in fire, etc.

8. Newspaper. Starting fire, insulation under clothes, recreation

9. .45-calibur pistol. Signal device, hammer, powder from shells for fire, but dangerous!

10. Knife. Cutting rope, make wood shavings

11. Compress kit. Wrap gauze as insulation, candlestick when dipped in melted shortening, tinder infire

12. Ski poles. Used as flagpole, supports for shelter

13. Quart of 85-proof whiskey. Aid in fire building, danger because drinking it could cause bloodvessels to dilate causing excess heat loss

14. Sectional aerial map. Dangerous because it may cause group to want to travel from the crashsite

15. Compass. May encourage survivors to try and walk out of the site, could be used as a reflector

© NOMADS Online Classroom Expeditions Arctic Transect 2004 Curriculum24 PolarHusky.com

TRAVELING THE LAND: FIRST AID, SURVIVAL AND SAFETY STUDENT PAGE 4-5Unit 4

Survive Alive

Group Name________________________________

You have just crash-landed somewhere in the woods of northern Minnesota. It is 11:32 A.M. on acold mid-January day. The small plane in which you were traveling has been completely destroyedexcept for its frame. The pilot and copilot have been killed but no one else is seriously injured.The crash came suddenly before the pilot had time to radio for help or inform anyone of yourposition. Since your pilot was trying to avoid a storm, you know the plane was considerably offcourse. The pilot announced shortly before the crash that you were eighty miles northwest of asmall town - the nearest known habitation.

You are in a wilderness area made up of thick woods with many lakes and rivers. The last weatherreport indicated that the temperature would reach -25° F in the daytime and -40° at night. Youare dressed in winter clothing appropriate for city wear (jeans, T-shirt, sweatshirt, street shoesand jacket).

While escaping from the plane your group salvaged the fifteen items listed below. Your task is torank these items according to their importance for your survival. A ranking of “1” is the mostimportant item and “15” the least important.

___ compress kit (roll of gauze) ___ sectional aerial map made of plastic

___ ball of steel wool ___ 30 feet of rope

___ cigarette lighter w/o fluid ___ family sized chocolate bar

___ loaded .45 caliber pistol ___ flashlight with batteries

___ newspaper (one per person) ___ quart of 85 proof whiskey

___ compass ___ extra shirt and pants for everyone

___ two ski poles ___ can of shortening

___ knife

© NOMADS Online Classroom Expeditions Arctic Transect 2004 Curriculum25 PolarHusky.com

TRAVELING THE LAND: FIRST AID, SURVIVAL AND SAFETY STUDENT PAGE 4-6Unit 4

First Aid Scenarios

Scenario #1: Your two teammates and you have been mushing along the coast of Pelly Bay all daylong. At lunch (about two hours ago) you noticed the leader of the day was acting kind of strange.She seemed spacey and did not respond to some of your questions. Lunchtime conversation isusually brief, but today your partner’s answers were very short and somewhat jumbled. You didn’tthink much of it at the time. You continue mushing through the pack ice for the rest of the afternoon.The wind has been increasing steadily over the past two hours and a wind chill rating would measureat least sixty below zero. Upon catching up to your teammate, she collapses next to her sled. Herbreathing is short and shallow, her skin looks pale and her lips are blue. She is not shivering. Whatdo you do?

Scenario #2: Time to finally make camp! You have been out on the trail all day and are very, verytired. Unfortunately, it is your turn to complete the outside chores (feed the dogs, get ice and snow,organize the sleds, etc.). After setting up the tent, your teammate disappears through the door. Ina few minutes you hear the hiss of the stove and see the warm glow of the lantern inside. It isn’tuntil an hour later that you are able to unzip the door of the tent and crawl inside. Your teammateappears asleep and doesn’t seem to notice you crawl in. The tent is nice and warm and your partnerseems to have fallen asleep in the tropical-like conditions. After settling in you detect an “odd” odor.You nudge your partner repeatedly until he mumbles, wakes up and vomits in your lap. He is verygroggy and complains about a severe headache. He thinks he may have the flu. What do you do?

Scenario #3: You are mushing in a hilly region of Nunavut. Suddenly your teammate’s sled breaksfree of the gangline (the line that connects the sled to the dogs), tumbles down a steep embankmentand crashes on the rocks below. You tie-off your sled and carefully approach the edge of the cliff.Your teammate is standing on a small ledge four feet below you. She is standing and holding herright shoulder and yelling in pain. She says that she heard a loud “snapping” sound when she landed.Her coat around her left elbow and bicep is torn and appears to be soaked in blood. What do you do?

Scenario #4: You and your teammates are mushing your dog team along a particularly scenicriverbank. You are all marveling at the spectacular scenery when you hear a loud crack. Suddenlyyou feel the ice falling away from underneath your feet. The dogs react quickly and lunge powerfullyforward. By the time you get your dog team stopped and secured there is a fifty-foot section of openwater where there once was ice. Your teammate is also in the middle of the river holding on to asmall branch. He says that his leg is broken and he can see the bone sticking out of his shin. Histeeth are chattering and he says his arms and legs are getting numb. What do you do?

© NOMADS Online Classroom Expeditions Arctic Transect 2004 Curriculum26 PolarHusky.com

STUDENT PAGE 4-7TRAVELING THE LAND: SCIENCE OF NAVIGATIONUnit 4

Navigation through the Ages

Name_____________________

Navigation tool:

Invented by:

Date invented:

Description:

Picture:

How was it used?

How did this tool improve navigation?

© NOMADS Online Classroom Expeditions Arctic Transect 2004 Curriculum27 PolarHusky.com

Unit 4 TRAVELING ON THE LAND

“America’s Fascinating Indian Heritage – The First Americans: Their Customs, Art, History, and How TheyLived” New York: Readers Digest, 1978. 329-353.

Backer, Howard D., M.D., Warren D. Bowman, M.D. et al. Wilderness First Aid for Remote Locations. Sudburry:Jones and Bartlett Publishers, 1988.

Cellura, Dominique. Travelers of the Cold – Sled Dogs of the Far North. Washington: Alaska Northwest Books,1990.

Geography for Life: National Geography Standards 1994. Washington D.C.: National Geographic Research andExploration, 1994. 64-66.

“History of Navigation”: History of Navigation 10 December 2001. http://isa.dknet.dk/~janj/navigation.html

“The History of Navigation”: BoatSafeKids. 10 December 2001. http://www.boatsafe.com/kids/navigation.htm

“Inuit Summer Travel”: 21 October 2003. http://www.civilization.ca/cmc/archeo/cvh/arctic/v53-27.html

“Navigation”: HistoryChannel.com. 10 December 2001.http://www.historychannel.com/peri/print_book.pi?ID-6065/

Pelly, David F. “How Inuit find their way in the trackless Arctic”: 21 October 2004.http://www.nlc-bnc.ca/history/16/h16-5305-e.html

Peplinski, L. “The dogs of the Inuit: companions in survival”: 24 October 2003.http://www.fao.org/ag/AGa/AGAP/WAR/warall/W0613b/w0613b0m.htm

Tyson, Peter. “Secrets of Ancient Navigation”: NOVA Online. 10 December 2001.http://www.pbs.org.wgbn/nova/longitude/secrets.html

Soubliere, Marion, ed. The Nunavut Handbook – Traveling in Canada’s Arctic. Iqaluit: Nortex Multimedia Inc.1998.

William, Dr. Taylor E. ed. The Arctic World. Toronto: Key Porter Books Limited. 1985.

“Winter Survival Lesson Plan.” Lanesboro: Eagle Bluff ELC, 1998.

References and Resources

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