Module 1 • Arctic Exploration: Traveling on the Land
Activity 1-6
the body quick access to calories, whereas carbohydrates supply large Materials
amounts of the sugar glucose, which can be stored in muscles and in continued:
the liver as the compound glycogen, which quickly converts to sugar
- Clay
when needed, providing ready energy for exerting muscles. Thus, the
- Straight pins
Team GoNorth! diet is also heavy in rice, pasta, and grains, such as
- Peanuts and/or marsh-
oatmeal and granola.
mallows
It would take about twice the amount of carbohydrates to provide
- Graduated cylinder
the same number of calories found in fat, so a more carbohydrate-
- Celsius thermometer
rich diet would require more resupplies to bring in additional food.
- Matches
Moreover, team members would have to prepare more food and eat - Water
more often to refuel their bodies, requiring additional time and cook-
ing fuel.
Vocabulary:
nutrition, fatigue
Procedure: syndrome, calories,
1. As a class, watch the Polar Husky movie “How Cold is Cold,” or
carbohydrates, protein,
“Four Different Days” available under Classics in the Scrapbook sec-
glycogen
tion of Explore at
PolarHusky.com.
Assessment:
Brainstorm ideas about how and what the team members do to
Upon completion of this
survive in Arctic conditions—and how their strategies might be
activity students should:
similar to those used by the Native Chukchi and Yu’pik, the short
- Measure and calculate
answer being: dress warmly and eat a lot!
the calorie of a food item.
2. Divide the students into groups. Pass out Student Page 1-6a “How
- Analyze the calorie data
Fat is a Peanut?” Following the directions, students burn a peanut of a diet.
to help them gain an understanding of energy in food by measur- - Access physical activity
ing the energy in calories.
and its related energy
expenditure.
Note: An alternative is to have students burn cheese curls to
observe the temperature rise in a water beaker sitting above to
- Demonstrate an under-
illustrate energy in fatty food.
standing of the connec-
tions between calorie
3. Pass out Student Page 1-6b “Chukotka Diet.” Referring to the intake, energy output,
tables, discuss how in both the Chukchi and Yup’ik diet the calorie
nutrition, and health.
shares is primarily obtained from mammal meat and blubber. Share
with students that though the numbers represented in these tables
are from 1920 through the 1930s, they hold true today. In 2000
local marine mammals accounted for 89 percent of the meat con-
sumed along the coast. Briefly brainstorm why meat and blubber is the main staple of traditional
Chukchi and Yu’pik diet (availability).
Read Student Page 1-6c “Whale Blubber” and reflect on the staples and delicacies in Chukotka’s
traditional Native diet.
Explain to students that the way the human body produces body heat is through burning calories.
Do they see a connection between the environment’s harsh conditions and the traditional diet?
4. Pass out Student Page 1-6d “MyPyramid Tracker” and Student Page 1-6e “Diet Profile for Mille
Porsild.” Students use the U.S. Department of Agriculture’s online tool, “MyPyramid Tracker,” to
analyze the diet of GoNorth! expedition team member Mille Porsild, assessing her daily calorie
intake to her daily energy expenditure during the Arctic expedition.
PolarHusky.com
© NOMADS Online Classroom Expeditions GoNorth! Chukotka 2007 Curriculum 24
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