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Module 3 • Natural Resources: Tundra Farming
Activity 3-4
Procedure: Assessment:
1. Listen to the song “Reindeer Breeder” available in Audio
Upon completion of this
Documentary of the Scrapbook in the Explore section at
activity students should:
PolarHusky.com.
- Relate to place names by
exploring their meaning
Tell students this is a national song from Chukotka. What does
and habitat resources.
national mean? Why might it be that a national song from
- Know the location of
Chukotka is about reindeer? Share with students that Chukotka
their own state, mean-
is where Team GoNorth! and the Polar Huskies are traveling.
ing of state name, its
2. Announce that your class is going on a virtual field trip to Chukotka.
nick name(s), and that
Using Teacher Notes 3-4a “Chukotka Field Trip,” use Google Earth
these are expressions of
to locate your school. Enter the position last reported by Team
state resources, culture
GoNorth! either in the Trail Report or on the daily audio update to and geography (Student
locate the team. Make sure to identify Chukotka as it appears. Page 3-4a “Toponomy
Detectives”).
What do the students see? Are there many houses? How does the
- Present their own sense
landscape look?
of place by naming and
Note: This can be done as a class, in groups or individually. Using
illustrating a place and
Google Earth is very intuitive even to the younger students. view the work of
others (submission to
3. Share with students that most of Chukotka is a landscape called
Collaboration Zone 3).
tundra. Tundra is a Russian word and it means treeless.
Watch the BrainPop movie “Tundra” available in Curriculum Movies
of the Scrapbook in the Explore section at PolarHusky.com (consider taking the quiz as a class!)
Ask students if they would like to live on the tundra. Why, or why not? Do they think it would be
very different to live on the tundra?
4. As a class or individually visit the Photo Album available in the Chukotka section of Investigate in
Logistics at PolarHusky.com. Click on “Towns” and select an image of a house. Why do the students
think the houses are sitting on top of stilts? (Answer: Because of the permafrost—if the houses
were sitting right on top of the ground, the heat from the house would melt the ice in the ground
and the house would fall into a hole!)
Do students think there is such a thing as fields on the tundra? Why, or why not?
Click on “Fields.” Look at the images and share how the Native people in Chukotka live as reindeer
herders (and by hunting on the sea) because the reindeer can graze on the tundra. Are there simi-
lar ways of living in their neighborhood, state, country? How is farming in their region different or
similar?
Share with students that Chukotka is a Russian word that means an area inhabited by reindeer people.
Why do the students think this land is named Chukotka? Does it seem fitting? Why, or why not?
5. Introduce students to the concept of toponomy. Share with students that place names all over the
world reflect Native knowledge and ways of living. Twenty-nine of the fifty states in the United
States have names derived from Native Americans place names. If appropriate discuss the defini-
tion of a state.
Note: Canadian classrooms please refer to the following URL for information on provinces and
territories: http://geonames.nrcan.gc.ca/education/index_e.php.
PolarHusky.com
© NOMADS Online Classroom Expeditions GoNorth! Chukotka 2007 Curriculum 17
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