Module 1   Qanuq Ilitaavut (Way of Knowing)


Activity 1-6


3. Project Teacher Notes 1-6a “Mukluks.” (Note: Again considering doing this using the “View Book” feature in Get Curriculum, in the Support section at PolarHusky.com.)


Amundsen’s success in establishing the Northwest Passage (and Amundsen went on to lead the first expedition to reach the South Pole in 1911, using dog teams as he had learned from the Inuit) is indeed, as the movie communicates, largely credited to the fact that Amundsen and his crew were educated in Arctic survival by the Native Inuit (Figure B).


As seen in Figures A and B, mukluks are a traditional boot of the Inupiat in the Beringia region of Alaska; they are still used today throughout Alaska and the Arctic—and the expedition team members use boots based on the exact same design.


Looking at the mukluks in Figure C from Teacher Notes 1-6a “Mukluks,” note the design of these Native boots. Brainstorm why mukluks (made of animal hide) are optimal for traveling in the cold.


4. Draw a figure on the blackboard (nothing fancy—a stick figure will do), and add a heart and a brain. Now ask the students what they think are the most important organs for our body to protect in order for us to survive.


Circle the brain and the heart (the answer), and put a big circle around our upper body (chest region and head, not including the arms). Explain that this is called the core, and that in extremely cold temperatures our body will do whatever is necessary to keep this core warm.


Share with students that our body produces heat by burning calories (food) and that the blood serves as a method to distribute this heat throughout the body. Our bodies pump about 5.3 quarts of blood through our blood circulation system, which, if laid out as straight tubing, would cover a distance more than four times around the earth! As soon as the body temperature starts to drop, the body simply goes into “keep-the-core-warm mode” by slowing down the delivery of blood to the extremities of the body.


Ask students what they would consider to be the extremities of their body. Have they ever heard anybody say, “My hands and feet always get so cold?” Can they now think of an explanation for this?


5. To illustrate what happens and how it feels when our body begins to cool down, the students will test how exposure to cold affects their dexterity.


Divide students into groups of three. Each group assigns a timekeeper and a recorder. Give each group a pan of ice water to be maintained at 50° Fahrenheit. Spread out 20 pennies on the desk and have students take turns picking them up and placing them in a plastic cup as quickly as possible. Have them time how long it takes for each trial. Repeat the experiment, but this time instruct each student to first hold his or her hand in the ice water for 60 seconds. As a class, identify the specific trends students saw (consider graphing, if appropriate) and discuss the results to reflect on how cold slows down our movement as the body restricts blood flow to the extremities.


6. Now ask all students to do rapid jumping jacks for two to four minutes. Do they get warm? Divide the students into teams of two. Each team chooses a “test person” and a “scientist.”


Each scientist cuts a plastic bag into a single-layered square large enough to fit comfortably around the forearm of the test person, then places the piece of plastic around the forearm and tapes it securely at the top and bottom. The test person then does rapid jumping jacks for two to four minutes, while the scientist observes whether the skin of the test person releases any water


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GoNorth! Beringia 2011 Curriculum


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