Resource Unit: Alaska

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Resource Unit Alaska

• By Tiffany Hoover
• ED 417-01
• Grade 1

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Table Of Contents

• Introduction
• Content
• Objectives
• Activities
• Day 1 States Flag
• Day2 Glaciers
• Day 3 People
• Day 4Wildlife
• Day 5Iditarod Trail
• Day 6Pipeline
• Day 7Panning for Gold
• Evaluation
• Instructional Resources
• Teacher Resources
• Student Resources
• Multi Media Resources

• Slide 3
• 4-6
• 7-10
• 11
• 12
• 13
• 14
• 15
• 16
• 17
• 1819
• 20
• 21
• 22-24

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Introduction

• This lesson plan is designed to help students
  understand the importance of the state Alaska.
  The lesson touches several important areas that
  our within the states environment, which includes
  the following
• The states pipeline, Iditarode trail, history of
  panning for gold, glaciers, the states flag, the
  people, and wildlife.

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Content

• State Flag
• Students will understand what each star means
  on the Alaskan Flag. Students will be able to
  locate the state of Alaska on a map.
• Glaciers
• The student will understand how glaciers are
  formed and will reenact an experiment showing
  what glaciers look like.
• People
• Students will know how igloos are built and
  will be able to explain how Alaskan people live
  differently from our state.

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Content Continued

• Wildlife
• The students will understand the different
  types of wildlife in Alaska. Students will be
  able to name ten animals that live in Alaska.
• Iditarod Trail
• Students will know the route for the Iditarod
  trail and will be able to explain what Mushing
  is. Students will also be able to explain what a
  typical dog sled looks like.
• Pipeline
• The students will know how the pipeline is
  built and will be able to show where the pipeline
  begins and ends on a map.
• Panning for Gold
• Students will understand how and when panning
  for gold took place. Students will be able to
  demonstrate gold panning techniques.

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Content Continued

• Vocabulary
• Iditarod Trail Inuit Eskimos
• Musher Juneau
• Gold Rush Glaciers
• Igloos Salmon
• Pipeline Ice Berg

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Objectives

• The first grade students will be able to
• Explain and show where the state of Alaska is on
  a map.
• Label the following geographic areas, (The
  capital Juneau, oceans surrounding the state,
  Iditarod trail path, Pipeline, and bordering
  Country). Raise questions about how families
  lived in the past and use photographs, letters,
  artifacts and books to clarify what is known and
  what is unknown.
• Compare past and present, near and far, with
  emphasis on daily life including A. The roles of
  men, women and children
• B. The identification of basis human needs
• C. Various ways people meet human needs.
• Relate stories of the heroism and the
  achievements of the people associated with state
  and federal holidays.
• Describe similarities and differences in the ways
  different cultures meet common human needs
  including A. Food B.Clothing C. ShelterD.
  LanguageE. Artistic Expressions
• Describe family and local community
• customs and traditions.

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Objectives Cont.

• Identify and use symbols to locate places of
  significance on maps and globes.
• Identify and describe the physical features
  (lakes, river, hill, mountain,forest) and human
  features (town, city, farm, park, playground,
  house, traffic signs/signals) of places in the
  community.
• Describe human adaptations to variations in the
  physical environment including Food, Clothing,
  Shelter, Transportation, and Recreation.
• Explain that wants are limited and resources are
  scarce, thereby forcing individuals to make
  choices.
• Explain ways that people may obtain goods and
  services that they do not produce including the
  use of money and barter.
• Recognize the need for rules in different
  settings and the need for fairness in such rules.
• Discuss the consequences of violating rules.

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Objectives Cont.

• Demonstrate the importance of fair play, good
  sportsmanship, respect for the rights and
  opinions of others and the idea of treating
  others the way you want to be treated.
• Demonstrate pride in personal accomplishments.
• Obtain information about a topic using a variety
  of oral and visual sources.
• Determine categories for sorting information.
• Communicate information orally or visually.
• Display courtesy and respect for others in group
  settings including staying on the topic and
  focusing attention on the speaker.

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Activities for Day 1 States Flag

• Introduction The teacher will show the students
  where Alaska is located on the map and will
  explain that even though its not connected to
  the U.S. it is still part of America. Next, the
  teacher will show where the capital is located,
  the bordering oceans and country. Finally, the
  teacher will hold up the States flag and will
  explain what each color and symbol stands for.
  Then the students will design his or her own
  flag.
• DevelopmentStudents will understand what each
  star means on the Alaskan flag. Students will be
  able to locate the state of Alaska on a map.
  Students will also read various materials about
  Alaska and use several other multimedia resources
  to explore Alaska.
• Culminating Activities Watch the video, The
  Story of Americas Last Frontier. T.V.
  shows/posters for kids www.mms.gov/alaska/kids

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Activities for Day 2 Glaciers

• IntroductionFirst, read to the students about
  how glaciers are formed (use visual pictures to
  help them understand). Use the web site for
  glacier information www.glacier.rice.edu/land/5_w
  hatisaglacier.html Now, fill a clear cup half
  full of water. Next, place solid ice cubes that
  are dyed blue into the cup of water. Then, fill
  another cup half full of water. Place crushed ice
  cubes that are dyed blue into the cup of water.
  Lastly, discuss why the ice cubes both float even
  though we changed the shape of the ice cubes.
  Make sure to talk about why ice bergs float onto
  of the water in Alaska.
• DevelopmentThe student will understand how
  glaciers are formed and will reenact an
  experiment showing what glaciers look like.
• Culminating Activities Use the interactive
  CD-roms,National Geographic Map Trails
  IllustratedThe Definitive Alaska-Set of 4
  Destination CD-Roms. Listen to CD Music For
  RelaxationWaterfall Sounds. Read the story, A
  Childs Glacier Bay By Kim Corral

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Activities for Day 3People

• Introduction The teacher will show the students
  several pictures of what the Alaskan people look
  like and the clothes they wear. The teacher will
  then pass out Ven-Diagram sheets for each
  students. As a class the students and teacher
  will discuss what clothing items are the same and
  different from the clothes the children wear
  here. The teacher will also read several folktale
  storys that were written by Alaskan Eskimo's.
  The teacher will also explain the different types
  of homes the Eskimo's live in and how they are
  called, Indians some times.
• Development Students will know how igloos are
  built and will be able to explain how Alaskan
  people live differently from our state.
• Culminating Activities Read the story, This
  Place is Cold (Imagine Living Here) By Vicki
  Cobb

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Activities for Day 4Wildlife

• Introduction Give each student a paper plate.
  Next, have each student decorate their plate so
  that it looks like a moose head. Then, give each
  student a piece of brown paper. Now, have each
  student trace their own hands onto the brown
  paper. This is their moose antlers. Finally, have
  each student write a few sentences describing the
  moose they have created.
• Development The students will understand the
  different types of wildlife in Alaska. Students
  will be able to name ten animals that live in
  Alaska.
• Culminating Activities Look at Killer Whale
  Posterswww.abc.-kid.com/killerwhales/
• Read the story, The Salmon PrincessAn Alaska
  Cinderella Story By Mindy Dwyer. Read the
  story, Polar Bear, Polar Bear, What Do You
  Hear? By Bill Martin Jr. Watch the video,
  Supper Natural Grizzly Bear.

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Activities for Day 5Iditarod Trail

• Introduction Give each student a vanilla folder
  and a copy of the Iditarod trail map. Next, have
  the students paste their Trail map into their
  vanilla folder. Now, give each student a black
  and white copy of a dog sled team. Next, have
  each student color their dog sled team.The
  students will be able to relate to the length of
  days a race takes by creating their own dog sled.
  Now have each student place their dog sled at the
  beginning of the Iditarod trail by using sticky
  tack. Explain to the students that as he or she
  finishes a book they will move their dog sled to
  the next check point. At each check point a
  student may choice any book they want to read.
  Each book will be from their book box and will at
  his or her own reading level.
• DevelopmentStudents will know the route for the
  Iditarod trail and will be able to explain what
  Mushing is. Students will also be able to
  explain what a typical dog sled looks like.
• Culminating Activities Interactive
  Websitewww.surfnetkids.com/games/iditarod_ws.htm
  
• Read the story, Mush By Patricia Seibert

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Activities for Day 6Pipeline

• Introduction The teacher will first show the
  students a picture of Alaskas Pipeline. Next,
  the teacher will explain what it is used for how
  it was made and why it is so important to
  Alaska.Then, the students will be shown a map
  that shows the route for the pipeline from
  beginning to end. Then the students will watch a
  film strip on Alaskas other resources. The
  students will make a replica of the pipeline
  using tissue paper, paper towel roles, wire,
  string and any other resources the would like to
  use. Instead of oil their pipeline must carry
  baking oil.
• DevelopmentThe students will know how the
  pipeline is built and will be able to show where
  the pipeline begins and ends on a map.
• Culminating Activities Watch Film strips from,
  Alaskas ResourcesMinerals-Film stripsU.S Fish
  and Wildlife Service

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Activities for Day 7Panning for Gold

• IntroductionThe teacher will place gold nuggets
  (spray painted pebbles), sand, and water into the
  large wash pan. Next, give each student a pie
  pan. Then, have each student take turns sharing
  the aprons. Now, show the students the real
  method for panning for gold. Lastly, have each
  student pan for gold (have a timer available so
  everyone gets a turn). Finally, Have each student
  place their gold nuggets onto a paper towel to
  dry.Then, have each student weight their gold in
  a plastic cup using the electric scale. Now,
  display each students gold on to a graph that
  represents the whole classes findings.
• DevelopmentStudents will understand how and when
  panning for gold took place. Students will be
  able to demonstrate gold panning techniques.
• Culminating Activities Visit the Anchorage
  museum onlinewww.alaskanet.com/anchorage.html

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Evaluation

• The students will be evaluated on each Day
• Day 1 Have the students label a blank Alaska map
  with the following (Capital, bordering oceans and
  country). Then have the students verbally explain
  what each color and symbol on Alaskas flag
  means.
• Day 2 Verbally ask the students how a glacier is
  formed. The have them explain what the iceberg
  experiment was showing us about glaciers.
• Day 3 have the students draw what kind of
  outfits a person in Alaska would wear. Have the
  students do a Venn-Diagram comparing and
  contrasting the clothes we wear hear and the
  clothes they wear in Alaska.

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Evaluation Cont.

• Day 4 Have the students verbally name ten Alaska
  animals. Then have them name two that we have in
  our state(fox and bear).
• Day 5Have the students label an Alaska map with
  the Iditarod trail. Then have them draw the items
  a dog sled contains.
• Day 6Have the students label a blank map with
  the beginning and end route for the pipeline. The
  students must answer the question of what is
  inside the pipeline and how it is built.
• Day 7 Students must show correct panning for
  gold technique and must know why people came to
  Alaska looking for gold.

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Instructional Resources Teacher Resources

• School-Mailbox Magazine Teacher Helper-has an
  Alaska lesson plan and maps.
• U.S. Fish Wildlife Service Fish Kit-Contains
  posters, books, Salmon life cycle, and video.
• U.S. Fish Wildlife Service Raptors of Alaska
  includes lesson plans, books, and materials for
  studying habitats.
• DVD North To Alaska
• Alaska Bear Tales By Larry Kaniut
• Alaskas 12 Days of Summer ByPat Chamberlin-
  Calamar, Shannon Cartwright

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Instructional Resources Student Resources

• Alaska Books for Children
• 1.A Childs Glacier Bay By Kim Corral
• 2. The Salmon PrincessAn Alaska Cinderella
  Story By Mindy Dwyer
• 3. L is for Last Frontier An Alaska Alphabet
  By Carol Crane
• 4. Mush By Patricia Seibert
• 5. This Place is Cold (Imagine Living Here)
  By Vicki Cobb
• 6. Running With the Big Dogs By Lori Yanuchi
• 7. O is for Orca By Andrea Helman
• 8. Alaskas Three Bears By Shelley Gill
• 9. Akiak A Tale from the Iditarod By Robert J.
  Blake
• 10. Polar Bear, Polar Bear, What Do You Hear?
  By Bill Martin Jr.
• 11. A Childs Alaska By Claire Rudolph Murphy
• 12. The Big Fish An Alaskan Fairytale By
  Marcia Wakeland
• 13. Tommys Train Ride on the Alaska Railroad
  By Bonnie Pennington
• 14. Alaska ABC Book By Charlene Kreeger
• 15. Alaska Mother Goose By Shelly Gill

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Instructional Resources Multimedia

• 1. Videos
• Supper Natural Grizzly Bear
• Discovery Eye Antarctic Arctic
• National Geographic Video The Great Whales
• The Story of Americas Last Frontier
• The Valley of Eagles
• 2. Audio Cassettes
• Alaska Loon Kit,Cassette tapes on birds and
  wetlands
• Going on a Bear Hunt, Sing along song
• 3. CD-Roms
• Wildlife of the World Product IDB00004TTU4
• National Geographic Map Trails IllustratedThe
  Definitive Alaska-Set of 4 Destination CD-Roms

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Instructional Resources Multimedia Cont.

• 4. Interactive Websites
• www.surfnetkids.com/games/iditarod_ws.htm
• http//tqjunior.advanced.org/3500/animals.htm
• www.state.ak.us/kids/
• 5. Music
• Touch the Sea Whale Song TapeU.S Fish and
  Wildlife Service
• Music For RelaxationWaterfall Sounds
• Music For RelaxationBirds Singing

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Instructional Resources Multimedia Cont.

• 6. Film Strips
• Alaskas ResourcesMinerals-Film stripsU.S Fish
  and Wildlife Service
• Alaska Mammals Slide Show U.S Fish and Wildlife
  Service
• 7. Museums
• www.alaskanet.com/anchorage.html
• 8. T.V. Show/Posters
• www.abc.-kid.com/killerwhales/
• www.mms.gov/alaska/kids

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