ALASKA
AMY RASCO

Geography 354

PURPOSE:

The purpose of my teaching about Alaska is to familiarize my students with what all our country includes. I feel, at times, that Alaska gets neglected in the overview of the fifty states, since it is not in the continental U.S. Therefore, I would focus on Alaska in a way that allows students to see the importance of its history and geographical location. I feel that each student should know the basic facts of the state such as its capital, state flower, population, etc. After I teach this lesson, I want to feel as though we have taken an actual trip to Alaska and could tell others enough about it to be convincing.

CONNECTION TO THE NATIONAL GEOGRAPHY STANDARDS:

No. 1 – How to use maps and other geographic representations, tools, and technologies to
             acquire, process, and report information from a spatial perspective

The student understands how humans adapt to variations in the physical environment.

The student is expected to:
Describe and explain variations in the physical environment including climate, landforms, natural resources and natural hazards.

Compare how people in different communities adapt to or modify the physical environment.

Identify and compare the human characteristics of selected regions.

The student is expected to:
Draw maps of places and regions that contain maps elements

OBJECTIVES LIST:

Students will demonstrate their ability:

1. To identify on a map of the United States where Alaska is. 
2. To list the specific characteristics that are unique to that of Alaska.
3. To tell what the state’s identities are such as its flower, bird, song, etc.
4. To find information on the Internet and complete a worksheet for a web site.

My presentation of Alaska would only be over a period of five days because my overall goal is to get in all of the fifty states throughout the year. This presentation will begin in a fun and exciting way. I want the children to truly get a feel for Alaska and at the end of the five days, I want them to feel as though they were there and experienced the life up there. I would begin on the first day by just telling them that we are going on a field trip to Alaska. I would not tell them it wasn’t real, but let them believe we were really going. I would tell them what they should bring and how much money they should expect to take. At the end of the day, I will tell them we are not really physically going there, but we are through books and the Internet. Then, from there, each child will prepare a folder that is decorated with information on Alaska inside of it. At the end of school, this folder will contain information on all of the fifty states.

PROCEDURES:

DAY ONE:

1. Sponge Activity:

To begin, I would give the children a blank map of the United States and map pencils. I would ask them if there was anywhere in the United States that they could go, just for fun, where would it be? Then, I would tell them to color that state and then write several sentences on why they want to go there.
 
2. Opening:

After the children colored their maps and finished their paragraph, I would take them up and look over them. I would explain to the class then, that everyone that colored in Alaska is in luck! I would then go into detail about the trip that we were about to take.
 
3. Guided Practice:

Prepare them for a journey through Alaska. This explanation of our trip, and telling what all it entails, would take the entire first day. They would learn interesting facts just through me explaining things about what to take. I would start by telling them a little about what we will see, such as glaciers, mountains, rivers, parks, lakes, and landscapes. I would tell them how we would be able to see some from the airplane, but the beautiful wildlife and flowers we will see from the road. This would spark interest and begin to capture a few believers. I would next explain some activities that we would do that are very common in Alaska. These include things such as horseback riding on the Kenai Peninsula and in the Mat-Su Valley, hike up some trails that are available, and gold panning in rivers that remain unpanned for gold. Also, we could go fresh water fishing for rainbow, grayling, steelhead and dolly trout. Having these activities listed begins to be very convincing. Next, I would explain what they should bring. I would have them write all of this down to make it even more real. I would explain how the weather is much colder there than it is here and it snows more up there. I would tell them to pack jeans, sweatshirts, a coat, etc. I would tell them to bring an umbrella in case it rains. Before too long, children would begin to ask about money situations so I would tell them we would sell candy bars, and such, to raise the money. I would give them an estimate of how much spending money to bring. By now, class would probably be close to over and all of the students are now excited about Alaska. Here is where I could interrupt my explaining to tell them we are going to Alaska through exploration of books and the internet, and we were not really going to fly there and go. I do not do this to cause disappointment of not being able to really take a field trip to Alaska, but to do it to cause excitement about Alaska. Being at the end of the day, this would allow the children to leave for the day with the excitement and curiosity still within them for tomorrow.
4. Independent Practice:
5. Since my explanation of the trip will take the entire 90 minutes, or at least an hour, the only independent practice would be a discussion in order for me to get feedback. I would ask them what about the trip sounded most interesting. I wouldn’t want them to answer out loud, but just think about it. Then for the final 20 – 30 minutes, I would have them write about tat event or activity. If it was the mountains or glaciers they were excited about seeing, I would let them simply draw what they think they would look like. This would make a flexible assignment, but also reassure me that they were focused and really heard what I was saying. I would take them up at the end of the day and then when the areas are touched on that they talk about, I would share with the class everyone’s writing and drawings. I could do it anonymously so no one will know whose is what!

1. Sponge activity:

As we move into History for the day, I would pass out a word find and tell them to complete it on their own. This would familiarize the students with vocabulary from Alaska and let them have fun while doing it.
2. Opening:

This would be a day to learn the basic facts of the state. I would begin by reading the book Alaska from Sea to Shining Sea. This book is very informational and has wonderful pictures. It contains the vocabulary words that are within the word find, so I will go over the vocabulary slowly and show pictures in the book to help them visualize it better.
3. Guided Practice:

From here, I would simply give facts about the state that is not in the book. I would show a picture of the flag and familiarize them with its colors. I would point out major cities, rivers, and its capital. Then, I would do a comparison chart between Texas and Alaska. This would not only teach the state facts about Alaska, but it would emphasize the facts about Texas that we will already have gone over. The chart would consist of the capital, when it joined the union, state bird, state flower, meaning of state’s name, population, rank for population, land area, rank in size in union, and economy. These facts should be fresh in their minds about Texas because we will study Texas first, since it is our home state, and then start alphabetically. Each state will be compared to with Texas in this way, so by the end of the year, each student will be secure in the facts about our state. This whole discussion will take approximately one hour.
4. Independent Practice:For the rest of the period, we would have a group activity. I will already have planned questions and answers out and we will play Alaskan Jeopardy. We will divide the class into two teams and explain the rules. The questions would be the basic facts we learned that day, including the vocabulary. There would not be rewards because this could cause discouragement for those that did not win. I would probably do nothing, or give everyone candy or whatever prize. This activity will reinforce what facts were presented that day, and will be fun all at once.

1. Sponge activity:

Pass out a blank map of Alaska and have them color it. Point out where water and mountain ranges are, but do not have them label it yet, just color.
2. Opening Activity:

I think it is important for the children to have all of the information of Alaska, as well as the other states. So, I would pass out a folder with brads, or they could purchase them, and markers, glitter, etc. For the first thirty minutes, I would let them decorate their folder. I would have them draw the map or something significant about Alaska. I want to be able to associate Alaska with the picture on the front. Also, it needs to say Alaska somewhere on it. That is because you don’t want fifty folders at the end of the year with just pictures! While they are decorating, I will read the story The Eyes of Gray Wolf. Jon Van Zyle, one of Alaska’s premier wildlife artists, illustrated this book. The pictures show mountains of snow and beautiful animals. It would simply be a time of relaxation for the students, but at the same time, they will be focusing on Alaska.
3. Guided Practice:

Alaska has many big events and exciting traditions that Texans have never even heard of. I would spend the next 30 – 40 minutes discussing some of these. This is the only way to show Alaska’s uniqueness. I would start by talking about the Iditarod. This is a race over 1,100 miles of rough and beautiful terrain Alaska’s Mother Nature has to offer. It is the longest dog sled race in the world. There are many books and web sites to gather information from. Another thing I would discuss is gold panning. Alaska has many areas that people go to, such as rivers and mountain ranges, to dig or pan for gold. I would go over the gold rushes that in Alaska’s history and also when and how it was discovered.
4. Independent Practice:
5. After the children have spent time doing their folders and coloring maps, at the end of the period, I would give them their map back, if I took it up, and have them label the major cities, rivers, and mountain ranges. This familiarizes the names of the cities and shows where they are. I would like it to be done independently.

1. Sponge Activity:

This day is Internet day and the sites we will be studying include animals. I would pass out pictures of animals that we would discuss and see on the web and just have them color them to familiarize the students with the animals and their identity.
2. Opening activity:

The whole period would be focused on browsing on the web and looking at many wonderful pictures of Alaska. I would first familiarize the students with the search engines. I would have them type Alaska in and let them explore for a while just to get them familiar. Also, I do this because some children will play around anyway, so I let them get some energy out in free time. From there, I would give them the first web site. This site is
http://www.letsfindout.com/subjects/america/flagak.html  This gives basic information about the state. This is pretty much a review for the students from the three days before. Now that there are familiar with the computer and how the Internet works, I will go into detail about wildlife and animals in Alaska. I will give them the second web site: http://www.alaskaonline.org/  This one is the basic menu that has the options of wildlife, sea life, birds, etc. This is when I would give them the worksheet over the Internet.
3. Guided Practice:

I would give them this worksheet with 30 – 45 minutes left. The questions include all areas on the main menu. Some are basic and obvious, whereas some, they must read about the animals. I think it is important for the children to be familiar with life in Alaska, and I feel that some won’t read about it unless they have to. This way they are learning as well as familiarizing themselves more with the World Wide Web. For about ten minutes, I would go over this worksheet as a
group. I would do two or three questions until they are comfortable to do it on their own.
4. Independent Practice:
5. This is when I would ask the class to complete the work alone. This lets me know what they comprehend and where their weaknesses are. Then, if time, I would discuss the questions and compare answers. This is only after I have monitored enough to know everyone’s ability.

1. Sponge Activity:

This would be our final day to focus on Alaska. Therefore, I would pass out all of the activities that we’ve done throughout the week and let it be a catch up day. I would not want to introduce any new activity, because Friday should be more of a review of the week!
2. Opening:

The opening activity would be a game of some kind. I could play a new game such as Alaskan baseball, or I could play Jeopardy again to see how much they retain. Around the world would be similar, however, because it involves asking questions. I would set up areas in the room that symbolized a baseball diamond. Then, one student would get up "to bat". He would be asked a question and if he were correct in answering it, he would go to first base. Then, a teammate would be up to bat. There would be two teams, just like in the game on Tuesday. This would be fun for the children, but at the same time, they are hearing facts that they should already know, and it is reinforcement.
3. Guided Practice:

This would be a fun activity/ art day. I would make enough dough for the class in order for us to make salt maps. I would pair them up or put them in groups of three to let them work together to make the map of Alaska. After they have made the shape of Alaska, and are pleased with their product, I would give them blue food coloring and have them draw rivers, and with black, I would have them draw a star for the capital. This would show me what they retained and how well they geographically know the state.
4. Independent Practice:

I would give them a written test to finish off the week to truly see what they learned. This would have the vocabulary from throughout the week, as well as, questions on it. I would allow 20 – 30 minutes for this test.

EVALUATION/ASSESSMENT/FEEDBACK:

This is how I would evaluation my students in order to get feedback on my teaching. The test that I would give is the one that is administered on the last day of my teaching. It includes questions from each day, even some from the worksheet they completed on Internet day. Also, I included a few vocabulary words that were constant throughout the week.

CLOSURE:

A folder with brads for each child, map pencils, markers, glitter, computers for each child (in a lab most likely), pictures of animals that are from Alaska (get off Internet), dough for salt maps

APPENDIX:

The word find is simply to have a fun worksheet to introduce the theme of Alaska. It has vocabulary words that will be included in all of the lessons throughout the week!

The Texas vs. Alaska chart is to show the children the comparison between our state and other states. It gives excellent information that the children should know and carry with them in the future.

The Internet page is to familiarize the students with things about Alaskan wildlife as well as with computers and the net. The questions are fairly basic, however, there are a few that they must really think about! It is a good exercise for the students!

The test is simply for me to get feedback on how well each individual is doing and also to see what everyone understands about Texas as well as Alaska. This is the only true way to test comprehension.

EXTENSIONS:

Science can easily be incorporated into this lesson and developed from it. A lesson done with ice and how it is formed can give the students a visual of what exactly a glacier is.

English can be taught through papers! Have the students write a paper on how they think living in Alaska would be. They can tell you how they think lifestyle and living in constant snow would be like. Let them express their feelings and emotions about what they learned.

Art is also a good subject to expand this lesson on. The salt maps can be done using anything. It doesn’t have to be in the shape of a state. You can make the dough as a class and then have them shape them into whatever you want them to.
 
 

                                                                        Bibliography

"Alaska." <http://dir.yahoo.com/Regional/U_S__States/Alaska/> (13 April, 1999).

"Alaska." <http://www.alaskaonline.org/> (13 April, 1999).

"Alaska." <http://www.letsfindout.com/subjects/america/flagak.html> (13 April, 1999).

Fradin, Dennis B. Alaska:  from Sea to Shining Sea.  Chicago:  Children's Press, 1993.

Fradin, Dennis B.  Alaska:  In Words and Pictures.  Chicago:  Children's Press, 1977.

London, Jonathan.  The Eyes of Gray Wolf.  San Francisco:  Chronicle Books, 1993.

"Texas: Lone Star State." <http://www.letsfindout.com/subjects/america/flagtx.html> (13 April, 1999).
 
 

All of the worksheets needed are on the following pages.
 
 

                                                                            INTERNET WORKSHEET

1.  What is the name of the bird that is the only seabird breeding in Alaska that trabels as far as Antarctica to spend winter?

2.  Does a wolverine hibernate?

3.  What is Alaska's only species of tree squirrel?

4.  What is the largest squirrel of teh entire North American continent?

5.  Arctic graylings are common throughout Alaska's deep rivers.  How are they identified?

6.  What is the life span of a Walleye Polluck?

7.  What is significant about the weasel?

8.  What does a Northern Harrier eat?

9.  When does a Harlequicn duck arrive in Alaska?

10.  What is the size of a Beluga Whale?
 
 
 
 

                                                                           Alaska Test

Vocabulary Words:

Glacier
Iditarod
Forget me not
Union
Eskimo

From Class discussion:

1.  Many people think that _____________ lived in houses made of ice, called igloos.

2.  Huge sheets of ice are called ______________.

3.  The longest dog sled race in the world is the ____________.

4.  Alaska is the largest state in the _______________.

5.  The state flower is called the _________________.

6.  What is the capital of Alaska?

7.  When did Alaska join the Union?

8.  What is the state bird of Alaska?

9.  Alaska means what?

From internet:

10.  What is Alaska's only species of tree squirrel?

11.Does a wolverine hibernate?