Lesson Design Template: MAT/Certification Elementary

Candidate Name: Heather Shelton Host Teacher Name: Kris Hunt

School: Lake Hood Elementary Grade Level: 3rd # of Students: 24
Date & Time of Lesson: TBD Length of Lesson: 60 min broken up into 2 parts over 2
days.
Topic of Lesson: Iditarod Race Content Area: Social Studies
Materials: Include all materials including types of technology used:
Iditarod PPT, Weather forecast, Dog booties, Large scale drawing of trail, Iditarod Information worksheet, Graphic organizer

ALASKA CONTENT STANDARD

-History Content Standard A: A student should understand historical themes through factual knowledge of
time, places, ideas, institutions, cultures, people, and events.
-Cultural Content Standard C: Culturally-knowledgeable students are able to actively participate in various
cultural environments.
Alaska Cultural Standard for Educators
-Content B: Culturally-responsive educators use the local environment and community resources on a regular
basis to link what they are teaching to the everyday lives of the students.
-Content C: Culturally-responsive educators participate in community events and activities in an appropriate
and supportive way.

TRANSFER GOAL(S) (transferability)

-Students will be able to describe how the musher cares for themself and the sled dogs while on the Iditarod
trail.
-Students will show understanding of the historical significance by writing a short paper about the Iditarod trail.
-Students will gain an understanding and be able to give an oral report about how weather conditions can have
an impact on the mushers and dogs while on the Iditarod trail.

STAGE ONE – Essential Questions and Enduring Understandings (meaning)

Enduring Understanding(s): Students will understand What Essential Questions will be Considered?
that…. -What prior knowledge do students have about the
-Students will understand the steps and preparations Iditarod trail?
made to care for the sled dogs. -Why is it important to know the history of the Iditarod
-Students will understand what preparations are made and the trail?
by the musher for themself. -Why is knowing what mushers do in preparation for
-Students will understand the historical significance of themselves and the dogs important?
the trail and why it is still used today. -How does the weather impact the mushers and dogs?
-Students will understand that the weather conditions
can have an impact on the dogs and mushers.

STAGE ONE: Objectives STAGE TWO: Assessments

Knowledge - What students should know….
-Trail preparations made for sled dogs and mushers
-Historical significance of the trail
-Purpose of following the trail and why routes are
different on even/odd years
Received 1/9/2019
Assessment(s)/Other Evidence:
-Sort preparation materials between two groups
-Move to one side of room, write on sticky
note/paper
-Weather condition can have a negative or positive
impact
Skills - What students should be able to do…….
-Tell what preparations are made, how they are made,
and who they are for (dog or musher)
-Explain the importance of trail and why the route
alternates depending upon the year
-Describe how the weather can be positive or negative
-Oral or written report on historical importance and
why route varies on even/odd years and why race is
still run
-Discuss weather in a small group to determine what
type of impact the weather conditions would have

STAGE THREE: Opportunities to Learn (Acquisition)

Introduction/Hook
Ask students what they know about the Iditarod. Write this down on the board/large piece of butcher paper to
use as a reference during the lesson. With this first lesson taking place the week of Fur Rondy, students should
be excited to talk about a current event happening in the State that they have learned about every year and
may have a personal experience with.

Processes and products for Learning Opportunities Strategies for Differentiation/ Multimodal
Instruction/Universal Design for Learning
Day 1 Lesson
-Review history of Iditarod trail with PPT showing -Have paper handouts for students to follow along to
information and pictures fill out information
-Discuss why trail route alternates between even/odd -Review key words for ELL students
years
-Ask students why Huskies are most common dog
used to gather student background knowledge and
build on it
-Discuss how dogs have adapted to the winter
weather conditions
-Have students make a list of what things they think
would be necessary to take on the trip then talk
about how it all has to fit on the sled. Things for both
the musher and the dogs
-Discuss how checkpoints have some supplies for
dogs and musher and connect it to the past with how
mushers had some help when they stopped at certain
towns, which are now checkpoints.
-Talk about how people travel to the villages from
around the state to the villages out during the race.
There are many jobs, like flying supplies in, making
food for mushers and dogs, spreading out hay for the
dogs, assisting villagers as needed, etc.

Day 2 Lesson
-Review of trail path and Husky adaptations
-Ask students how they think the weather could have
an impact on the trip
-Show charts of weather conditions for the current
race and talk about what could be positive and what
could be negative.
-Group discussions about Husky adaptations for
engagement/movement activity
-Visual of trail to have on wall
-7 day weather forecast for each student to make
marks on during discussion
-Allow for extra time for students to write as needed

Received 1/9/2019
-Explain how good weather assists a team and how -Graphic organizer to sort materials needed for
bad weather can harm a team musher, husky, and what would be the same
-Have students compare/contrast weather to see if -Pair up ELL students or struggling students with
there is any overlap another who will be supportive and help teach

Closure:
For the final activity, students will be broken into two groups. They will have to decide who is the “musher”
and the different dog positions. Then they will “run” an Iditarod race as a team. There will be points where an
issue will arise with a dog, the sled, the environment, and the weather. As a team, they will need to work
together to decide what to do with the musher making the final decision if they are struggling to come up with
a group consensus. The students will be racing against each other to see who can reach Nome first and still
have to follow the designated rest stops that Iditarod mushers must do along the trail.

Received 1/9/2019