Unit 4
Qimmuksit
[ Dog ]
Traveling the Land
Unit 4
TRAVELING THE LAND
OUTLINE
Overview:
Imagine your life without planes, trains or automobiles...motor boats,
bikes or skateboards. The Inuit lived without all of these and still managed
to travel large distances to reach hunting grounds, fishing areas and other
places where important resources were located. Students recreate travel
by dogsled, kayak and foot while sharpening navigation, first aid and other
survival skills.
Trail Report:
Report 04
Concepts:
Chat Topic:
Travel
Subject Areas:
Art
Health
Language Arts
Physical Education
Science
Social Studies
Table of Contents
Skills:
-
brainstorming
mapping
observing
comparing/contrasting
writing
discussing
hiking
snowshoeing
canoeing
reflecting
assessing danger
evaluating
researching
National Standards:
Civics
Economics
English
Foreign Language
Geography
Health
Mathematics
Physical Education
Science
Technology
Theater
US History
World History
Visual Arts
1
1. Traditional travel methods of the Inuit were dictated by the
seasons.
2. First aid and safety are important skills in any survival situation.
3. Navigation is considered an art and has changed drastically over
time.
4. Fast and efficient travel is a necessary component for living in a
global society.
Background Information
Seasonal Travel .............................................................. 2
Traveling with the Polar Huskies .......................................... 2
On the Trail
4-1 Experience: Natural Navigation ...................................... 5
4-2 Explore: Past vs. Present.............................................. 7
4-3 Expand: Fresh Air....................................................... 9
First Aid, Survival and Safety
4-4 Experience: Backpack First Aid Kit ................................ 11
4-5 Explore: Survive Alive ............................................... 12
4-6 Expand: A-B-C ........................................................ 14
Extension Ideas ................................................................. 16
The Science of Navigation .................................................... 17
Online Chat 04 – Travel ....................................................... 19
Questions for the Team ....................................................... 20
Student Pages/Teacher Notes................................................ 21
References and Resources .................................................... 28
© NOMADS Online Classroom Expeditions
Arctic Transect 2004 Curriculum
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Unit 4
TRAVELING THE LAND
BACKGROUND
Traveling the Land
Seasonal Travel. Traditionally, the Inuit lived in small groups of related families. Communities
were located close to important seasonal hunting grounds. Living and surviving meant traveling to
find and harvest animals. Families moved inland in the fall to hunt caribou. Later, during freeze
up, they fished for arctic char. Seal hunting was done in winter and spring along coastal areas and
summer meant finding bird eggs.
Unique to the Inuit was the kayak (qayaq). These were traditionally made using a frame of
driftwood covered with skins from bearded seals sewn tightly together. Kayaks were used to hunt
caribou on inland lakes and rivers, and seals, walrus and whales on the ocean. They were the
primary means of water travel; however, when families and all their possessions were transported,
an Umiaq, or large open boat, was used. These were covered with tougher walrus skin.
The Komatik (qamutik) was also somewhat unique to the Inuit although other arctic people also
used sleds during winter. Komatiks were constructed from whatever materials were available at the
time, but most often out of driftwood, bones and caribou antlers. One account recalled runners
constructed using frozen fish wrapped in sealskin (Peplinski). Regardless of construction, runners
were covered with a moss-dirt mixture that eventually froze solid. Water was sprayed from the
mouth of the person constructing the sled on top of the runners and then smoothed over with polar
bear skin. The process was repeated until a thick layer of ice covered the runners. Even today,
Komatiks are lashed together rather than nailed or screw. This allows the sled to bend and flex
over rough ice and uneven terrain.
Dogs were an essential part of Inuit survival. Like a spear or a knife, Inuit dogs were viewed more
as a tool to be used rather than as a companion. In winter and spring, small teams of two to five
dogs were attached to komatiks. Traditionally, dogs were hooked in a “fan hitch” where each dog
was connected to the komatik by an individual trace at an equal distance. In summer and fall, dogs
were also responsible for carrying equipment and tools to hunting and fishing grounds.
For the Inuit traveling on the land, distance was measured in time. However, the time it took to
travel to a specific location could vary depending on the season as well as the weather and food
availability. Therefore, the Inuit conceptualized the land they traveled on not from an aerial
perspective, like our modern maps, but rather, as a series of linear points connected by the time it
took to reach them. They also created stone figures called Inukshuks to mark their routes.
Many Inuit travel methods today reflect traditional methods and the roles of seasons and climate.
People still travel on the land to hunt, fish and see new places. Spring is often a time when families
leave home to travel and camp out in the ‘country’. Some people continue to use dog teams as
well. In fact, by law, the hunting of polar bears can only be done by dogsled. During the winter,
however, Skidoos (snowmobiles) are used as a main mode of transportation. Umiaqs and kayaks
have been replaced by modern boats with outboard motors. Even cars, trucks and ATVs have
found their way into the most remote communities.
Traveling with the Polar Huskies. The Arctic Transect 2004 team members’ preferred method of
travel is the dog team. They do, of course, travel in cars, trucks and planes at various times;
however, while on the trail, they rely mainly on dog and people power. Team members also use
modern clothing, navigational tools, food and vitamin supplements. Unlike other expeditions, Arctic
Transect 2004 explorers travel on land in order to better educate the world about culture, the
environment and important social issues.
2
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Unit 4
TRAVELING THE LAND
BACKGROUND
Each sled holds between 1,000 and 1,400 pounds. It is fourteen feet long and made of wood
(birch and ash), except for the slippery and durable plastic runners. The sled is lashed together
instead of being bolted or nailed. This gives the sled both strength and flexibility. The sleds have
to be as tough as nails, even though they are not constructed with them. Sleds commonly bounce
off and smash against large rocks and gigantic ice ridges.
The sleds are vital to the success of the expedition. They hold all of the supplies needed for the
Arctic Transect 2004 expedition. One sled carries the communication equipment (specially
designed to survive very cold and harsh weather) that allows team members to send trail reports,
participate in online chats and send videos. Another sled carries the dog harness repair kit and
radio equipment. Each sled also has emergency flares, which might be needed to contact the rest
of the team in the event of trouble. Personal gear, sleeping bags, tents, and dog and people food
are all divided up evenly. Each of the sleds is designed to hold enough supplies for two people for
at least thirty days.
As a rule of thumb, each Polar Husky pulls one and a half times its weight and ten dogs are
hooked up to one sled. Each dog averages in weight between 90-100 pounds and wears a
custom-fit harness. Attached to the back of the harness is a rope called the tugline that is
connected to the mainline, which is connected to the sled. Each dog is also attached to the
mainline by a neckline, helping keep the dog in its place. Within the team, each dog has a specific
job.
Leaders - very smart, understand "Gee" (right) and "Chaw" (left), keep the mainline tight
when the team is stopped; listen for directions from the musher.
Point - position right behind the leader, push leaders forward if they are slacking; may be
leaders some day.
Team - dogs in the middle of the team, steady pullers; this is the place where puppies go to
be trained by the seasoned veterans.
Wheel - position directly in front of the sled, usually the biggest and strongest; dogs who have
lots of enthusiasm and are all-around hard workers.
The Arctic Transect 2004 team travels at a Polar Husky pace. The dogs run at an average of 4-5
miles per hour. The dogs can travel much faster when pulling an empty sled; however, as team
members are traveling in remote areas with few re-supply points, they must deal with very heavy
loads. Consequently, Arctic Transect 2004 team members need dog teams that balance speed
with strength.
3
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Unit 4
TRAVELING THE LAND
ON THE TRAIL
On the Trail
For the Inuit, survival depended on locating game (no matter how far away) and returning safely
home. Most often, they mentally noted landmarks to help them navigate. When familiar
landmarks were nowhere to be found, the Inuit used wind, snowdrifts, ocean currents, animal
movements and even dreams to help them navigate through vast arctic areas. Awareness of the
sun's location relative to a course provided a reference point as well. In addition, the sun served
as a time keeper before clocks were introduced to help track a day’s progress. Stars were also
used as guides. Once a bearing was determined, any bright star could be used to keep traveling in
the same relative direction. Using stars to determine the course of travel required a thorough
knowledge of star and constellation positions in relation to their seasonal and daily movements.
4
EXPLORE
4-1. Natural Navigation ..................................................................... 5
Landmarks are the navigation focus in this activity. Students use landmarks to
construct a familiar route.
4-2. Past vs. Present ......................................................................... 7
Using Venn diagrams, students compare and contrast traditional and contemporary
Inuit travel methods, analyzing the impact each method makes on culture and the
environment.
Student Page.................................................................................... 21
EXPAND
EXPERIENCE
ACTIVITIES
4-3. Fresh Air ................................................................................... 9
Experience and celebrate a traditional Inuit travel method by getting out of the
classroom. Pack a lunch, a pen and possibly some snowshoes and you are on your
way!
Student Page.................................................................................... 22
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Arctic Transect 2004 Curriculum
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Unit 4
TRAVELING THE LAND: ON THE TRAIL
Natural Navigation
ACTIVITY 4-1
Activity Level:
Experience
Background: Since the beginning of time, people have found their
way using different methods to determine direction. Being lost can
be dangerous, so knowing where you are and where you want to go
is important. People of the past used many different methods for
navigation including observing natural clues, locating celestial
bodies and remembering important landmarks. All of these methods
can still be used today, although some methods are more precise
than others.
Contemporary navigation methods are simply not possible without
special equipment. Topographic maps, compasses and Global
Positional Systems (GPS) enable hikers, militaries, explorers and
sailors to define their exact locations while providing directions to
destinations.
Following landmarks (a collection of visible features) is one of the
most common, and most effective, strategies used in historical and
contemporary navigation. The Inuit used landmarks to identify
traditional hunting and fishing locations and to keep from getting
lost. They also constructed Inukshuks (piles of stones that were
sometimes formed into the shape of a person). These were used as
reference points where no landmarks were obvious.
Subject Areas:
Social Studies
Art
Language Arts
Objectives:
Students will...
• Understand different
methods of navigation.
• Explore the role
landmarks play in
navigation.
• Identify landmarks relied
upon in their own lives.
Time Consideration:
30 minutes – 1 hour
Materials:
• Black or marker board
Procedure: see page 6
• Paper
• Pen or pencil
• Drawing paper
• Markers, pens, color
crayons, rulers, etc.
Vocabulary:
Navigation, landmark,
Inukshuk
Assessment:
Upon completion of this
activity students should...
Additional Resources:
http://www.nationalgeographic.com/xpeditions/standards/02/
Geography Standards: Xpeditions – a site hosted by National
Geographic explaining national geography standard #2, “How to Use
Mental Maps to Organize Information About People, Places, and
Environments in a Spatial Context”.
http://geography.miningco.com/library/weekly/aa121597.htm Mental
Maps - an excellent description of the concept of a “mental map”.
5
© NOMADS Online Classroom Expeditions
Arctic Transect 2004 Curriculum
• Participate in a
brainstorming session on
navigation methods.
• Identify landmarks
encountered on
commonly taken routes.
• Create a landmark map or
write a landmark essay.
PolarHusky.com
Unit 4
TRAVELING THE LAND: ON THE TRAIL
ACTIVITY 4-1
Natural Navigation - Continued
Procedure:
1. As a class, students should brainstorm a list of different ways to tell direction. Navigation tools
and strategies from the past and present should be included. Encourage students to consider
land, air, water, urban and nature navigation. Record answers on the board. Some possibilities
for answers include the North Star, sun, moon, animal habits, stars, compasses,
latitude/longitude, maps and GPS.
2. After a list has been compiled, explain to the students that following landmarks (a collection of
visible features) is one of the most common, and most effective, strategies used for
navigation. The Inuit used landmarks to identify traditional hunting and fishing locations and
to keep from getting lost. Instruct students to make a list of five places they go frequently,
such as school, the grocery store, a mall, a friend’s or relative’s home, etc.
3. Ask students to choose one place from their list. What are some landmarks they notice on the
way to this place? They should record a few of the landmarks they encounter that “tell” them
they are going in the right direction.
4. Students now need to draw a map of the route to the place they have chosen, using
landmarks as the only identification markers. Students should highlight at least five important
landmarks that can be seen, heard, felt or smelled.
5. Street names or directions on the map are not necessary. Be sure students include the proper
characteristics of a map – Title (what is the map about?), Orientation (include an arrow
pointing north), Date (when was the map created?), Author (who developed it?), Legend
(what are the features on the map?), and Scale (what distance does one inch represent on the
map?). An excellent way to remember these characteristics is the acronym TODALS. For
example, if a tree is used as a landmark, the key should show a picture of the tree along with
a description, “the big oak tree with a tire swing.” The starting and ending location should also
be identified and labeled.
6. Share and display maps when they are completed.
6
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Unit 4
TRAVELING THE LAND: ON THE TRAIL
Past vs. Present
ACTIVITY 4-2
Activity Level:
Explore
Background: Traditional Inuit culture depended on the land for
food and transportation. During the summer, people made stone
weirs to catch arctic char swimming downstream. In the fall, they
hiked inland to find caribou. Some seal hunting was done in early
winter; however, the coldest part of winter found people staying
put and living off food stores. Spring was great for traveling and
dog teams were used to hunt seal and caribou.
Subject Areas:
Language Arts
Social Studies
Objectives:
Students will...
• Understand the types of
transportation used by
the Inuit.
Procedure: see page 7
• Compare and contrast
traditional and
contemporary methods of
travel used by the Inuit.
• Analyze pros and cons for
each method of travel.
Time Consideration:
25 - 45 minutes
Materials:
• Student Page 4-2 “Past
vs. Present”
• Pen or pencil
Vocabulary:
Skidoo
Assessment:
Upon completion of this
activity students should...
• Complete Student Page
4-2.
• Discuss traditional and
contemporary travel
methods of the Inuit.
Additional Resources:
http://www.snowmobileacsa.org/page.cfm/16/ American Council of
Snowmobile Associations – an excellent link for students to use to
research how snowmobiling impacts people and the environment.
• Write an opinion essay.
http://www.graphic.org/venbas.html Venn Diagram Basic - brief yet
thorough explanation of the Venn diagram; includes an example of the
graphic organizer.
7
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TRAVELING THE LAND: ON THE TRAIL
Unit 4
ACTIVITY 4-2
Past vs. Present - Continued
Procedure:
1. Read or explain the background information to the students.
2. Inform students that the Inuit use similar transportation methods today. Using a Venn
diagram, they will compare and contrast traditional transportation methods with contemporary
transportation methods.
3. Hand out Student Page 4-2. If students are not familiar with Venn diagrams, explain to them
that the similarities between the two things being compared are placed where the circles
overlap. See link under “Additional Resources” if further instructions are needed.
4. Divide the class in half. One half of the class will compare and contrast the snowshoe with the
“skidoo” (snowmobile). The other half of the class will compare birch bark canoes with
motorboats. Each student should complete his or her own diagram.
5. On the board, list the categories students should consider when completing Handout 4-2.
Suggestions for categories appear below:
cost, efficiency, safety, impact on the environment, impact on culture,
number of people to make and use, construction, purpose
6. After Venn diagrams are completed, have the students in each half of the class form small
groups to compare their diagrams. They should also discuss the pros and cons of each
transportation method. Which method benefits the people the most? Which method is better
for the environment?
7. After the short group discussion, each student should write a brief essay explaining the
method of transportation they think is “better”. Students should hand in both the diagram and
the essay.
8
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Unit 4
TRAVELING THE LAND: ON THE TRAIL
Fresh Air
ACTIVITY 4-3
Activity Level:
Expand
Background: The traditional Inuit adapted their travel methods
to the seasons in order to survive. In the summer and early fall,
kayaks were used to travel, fish and hunt on inland lakes as well
as the ocean. In the winter, dogsleds enabled people to travel
efficiently across the snow-covered hunting grounds.
Subject Areas:
Physical Education
Language Arts
Social Studies
Procedure:
1. You will need to plan ahead for this activity. You will be taking
your students on a short journey, reminiscent of traditional
Inuit travel methods. Depending on your climate and the
availability of resources, your students will either be hiking,
canoeing or snowshoeing. Check with your school or
community group for permission slips and resources. Also
develop an alternative experience for students who are not
able to participate in the journey.
Objectives:
2. After the planning is complete, inform students when and
where they will be going, how they will be traveling, what they
should wear and what they should bring. All students should
bring something with which to write and a snack or lunch.
Time Consideration:
3. You’re off! Check equipment and supplies. Enjoy the journey!
Materials:
4. During the lunch or snack break, have students break into
small groups. Hand out Student Page 4-3. Each group should
answer most of the questions listed on the worksheet.
5. Once groups have completed Student Page 4-3, continue on
the journey.
6. When the journey is over, have students fill in any answers on
their handout that are missing. Share their experiences using
Student Page 4-3 as a guide.
Students will...
• Understand traditional
Inuit travel methods.
• Experience a traditional
travel method.
• Analyze a traditional
travel method.
Depending upon travel
method
• Student Page 4-3
• Permission slips
• Snack or bag lunch
• Journey-specific gear:
sneakers, hiking boots,
canoes, paddles or
snowshoes
Vocabulary:
None
Assessment:
Upon completion of this
activity students should...
Additional Resources:
http://www.ntwrks.com/~mikev/chart1.html Calorie Chart - foods are
sorted alphabetically on this comprehensive, easy-to-use site; all
information is obtained from the U.S. Department of Agriculture.
http://www.healthfxamerica.com/lifestyles/calactvy.htm HealthFX
American Calorie Calculator - convenient, easy-to-use online calorie
calculations; simply enter your body weight and the duration of the
activity (the list includes walking and snowshoeing) and it calculates your
personal calorie expenditure.
9
© NOMADS Online Classroom Expeditions
Arctic Transect 2004 Curriculum
• Participate in a traditional
Inuit travel method.
• Complete Student Page
4-3.
• Reflect on their
experience with the travel
method.
PolarHusky.com
Unit 4
TRAVELING THE LAND
FIRST AID, SURVIVAL, SAFETY
First Aid, Survival and Safety
Successfully treating a heart attack, a broken arm or even a paper cut requires following the
exact same basic first aid procedures. It is important to realize that the key to all medical care
and successful treatment of an injury means taking time to properly assess the patient. Before
beginning any type of first aid, you must first evaluate your patient's condition to determine what
may be wrong. Implementation of an appropriate treatment plan is the next step. In backcountry
situations, team members need to make a judgment call about whether the person can continue
on the trip or if they require evacuation to receive additional medical care. Medical professionals
always recommend being conservative while assuming that the worst has happened to the
patient.
EXPAND
EXPLORE
EXPERIENCE
ACTIVITIES
10
4-4. Backpack First Aid Kit ............................................................... 11
Students define and make a basic first aid kit for their backpack.
Teacher Notes: Items for Backpack Kit.................................................... 23
4-5. Survive Alive............................................................................ 12
Create a survival kit based on the seven needs of survival.
Teacher Notes: Survival Notes .............................................................. 24
Student Page.................................................................................... 25
4-6. A-B-C...................................................................................... 14
Introduced to the basic principles of patient assessment system (PAS), students
reenact a first aid scenario.
Student Page.................................................................................... 26
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Arctic Transect 2004 Curriculum
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Unit 4
TRAVELING THE LAND : FIRST AID, SURVIVAL AND SAFETY
Backpack First Aid Kit
ACTIVITY 4-4
Activity Level:
Experience
Background: It is important to remember that a first aid kit is really
only as good as the person who is using it. Reacting properly to a
first aid situation is the most important step in treatment; however,
being prepared when trouble arises is just as important. Carrying a
first aid kit is an essential part of being safe during everyday life.
First aid kits come in many different shapes and sizes. For example,
a first aid kit taken on a long expedition (such as Arctic Transect
2004), where hospitals are few and far between, can be very large
and include equipment that requires special training and knowledge
for proper use. Regardless of size, first aid items should be placed in
an easily recognizable container. If placed in a backpack, a first aid
kit should be accessible even when the pack is full. It is also a good
idea to place the kit in the same location every time so when an
emergency arises, it can be easily located. When making a first aid
kit, consider your location, which team members will be using it, how
often, and of course, your medical training.
Procedure:
1. Gather supplies for student first aid kits. Obtain supplies yourself
or ask students to bring in their own kit making supplies. If
supplies are not available, you could have student draw each item
to make an “imaginary” kit.
2. Introduce the idea of first aid kits, and ask students to define a
first aid kit. Also ask students to brainstorm items that might be
in a first aid kit. Once the student list is finished, show some
examples of what might be included in a general kit. Inform
students that they will be making a simple first aid kit for their
backpacks.
3. Place first aid supplies on a table and allow students to compile
their backpack first aid kits.
4. Discuss with students where the kits should be kept in their
backpacks and possible situations that might arise when their kit
would be useful. Emphasize to students that they should always
find an adult to help with an emergency, even before using their
first aid kit
Additional
Resources:
5.
Subject Areas:
Science
Art
Objectives:
Students will...
• Understand why first aid
kits are important to
safety.
• Identify basic first aid
gear.
• Formulate ideas about
first aid treatment.
Time Consideration:
30 minutes
Materials:
• Teacher Notes 4-4
“Suggested First Aid Kit”
• First aid supplies
• “Ziploc”® bags
Vocabulary:
First aid kit
Assessment:
Upon completion of this
activity students should...
• Define a first aid kit.
• Make a simple backpack
first aid kit.
• Give an example of a
situation where a first aid
kit could be used.
Wilderness First Aid Emergency Care for Remote Locations – a
comprehensive manual from the National Safety Council and the
Wilderness Medical Society.
http://www.geocities.com/Heartland/Acres/6690/firstaid.htm First Aid
Kit Lists – just like the name implies it lists supplies that should be
included in different types of first aid kits.
11
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Unit 4
TRAVELING THE LAND : FIRST AID, SURVIVAL AND SAFETY
ACTIVITY 4-5
Survive Alive
Activity Level:
Background: Humans have just seven basic needs for survival:
positive mental attitude (PMA), air, warmth, shelter, rest, water
and food. If all of these needs are met, within a specific time
period, then survival is possible. If any of these needs are not
provided for, then survival becomes extremely unlikely. These
seven needs are organized according to the "Rule of 3s"
depending on the length of time that the human body can live
without them. Depending on the need, if it is not met in 3
minutes, 3 hours, 3 days or 3 weeks -- death will surely follow.
Survival situations have the potential to happen at anytime,
anywhere. Understanding basic human needs, being prepared,
having a plan of action and being able to work as a team are all
skills that will aid in staying alive should a survival situation arise.
Subject Areas:
Positive Mental Attitude is one of the most important elements for
surviving. Maintaining a positive mental attitude will reduce panic,
fear and weariness. Keeping a clear head by remaining calm,
logically thinking through problems and prioritizing needs could
make the difference between life and death. One way to think
clearly is to remember the acronym STOP.
• Assess equipment needs
and rescue plans in any
survival situation.
S - stop
T - think
Explore
Consciously remain calm. Clear your
thoughts and focus on the problem.
Evaluate immediate and future danger.
Identify practical solutions.
0 - observe Organize. Look around you for resources you
can use. After you identify a few options,
pick one.
P - plan
Formulate a plan of survival using resources
and your available energy. Be creative and
flexible, making adjustments as necessary.
Health
Science
Social Studies
Objectives:
Students will...
• Understand basic survival
needs.
• Evaluate the importance
of specific gear in a
particular situation.
Time Consideration:
45 minutes
Materials:
• Student Page 4-5
“Survive Alive”
• Teacher Notes 4-5
“Survival Notes”
Vocabulary:
Positive mental attitude,
S.T.O.P.
Assessment:
Upon completion of this
activity students should...
• List the seven basic needs
of survival.
Additional Resources:
• Complete Student Page
4-5.
http://www.startribune.com/stories/389/783697.html What you need
in a car survival kit – an article from the Minneapolis Star Tribune with
a list from people who know how to survive winter – Minnesotans!
• Create survival kit.
http://www.equipped.com/kidprimr.htm Equipped to Survive, A kid’s
wilderness survival primer – an easy to read overview of important
survival tips.
12
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Unit 4
TRAVELING THE LAND: FIRST AID, SURVIVAL AND SAFETY
ACTIVITY 4-5
Survive Alive - Continued
Procedure:
1. Ask students to brainstorm a list of all the things that people need in order to live and survive.
Write their answers on the board.
2. Inform the class that while many items from their lists can be useful, they really only need
seven basic things in order to survive.
3. Introduce students to the seven basic needs of survival (see Background Information).
4. Divide the class into groups of 3 or 4 and pass out Student Page 4-5. Ask groups to read the
situation presented on the worksheet and rank the items shown in order of importance (1
being the most useful and 15 being the least useful).
5. Create a comprehensive list on the board so all the groups can compare their answers.
6. Read Teacher Notes 4-5 to the class and discuss each group’s results. Ask students to reflect
on how this information might apply to other survival situations. As a group, create a “survival
kit” that might be placed in a car or a backpack.
13
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Unit 4
TRAVELING THE LAND : FIRST AID, SURVIVAL AND SAFETY
A-B-C
Activity Level:
Expand
Background Information: The patient assessment system
(PAS) was designed to provide a comprehensive process to
evaluate a patient's condition. Patient assessment is a complex
skill that can be done well only with practice. Although there are
general principles of patient assessment, they must be adapted to
individual situations.
The first step in PAS is to assess the scene. The safety of the
rescuer must come first at all times. Before approaching a
patient, make sure that the scene is safe. Taking unnecessary
risks could mean the potential for more injuries. It is important to
avoid anything that might bring you harm while trying to deliver
first aid - including the patient. Once the situation is deemed safe,
it is okay to approach the victim. Remember, if there is any
reason the area could be considered dangerous, you should not
try to treat the patient.
If the patient is in imminent danger (i.e. on thin ice), you may
need to move them to another location before starting your
assessment. Take proper precautions to maintain your safety at
the scene, including wearing latex gloves (to protect the first aid
giver from harmful diseases the patient might have). Look for
clues regarding the cause of injury.
The next step is the primary assessment. The goal of the primary
(or initial) assessment is to identify any potential life-threatening
situations that must be dealt with immediately. The primary
assessment is prioritized and should be performed in the following
order: A (Airway), B (Breathing), C (Circulation), and then D
(Disability i.e. broken leg, neck, etc.). If you find any problem in
the primary assessment, stop assessing and treat the patient
immediately. The primary assessment may last only a few
seconds if the patient is alert, walking around, and speaking to
you; or several minutes if the patient is experiencing a serious "A,
B or C" problem.
Additional Resources:
http://sanfranciscobay.sierraclub.org/backpacking/Leaders_Corner/Stand
ardFirstAid.htm Standard First Aid - a quick an easy guide to patient
assessment. Make sure to check out the scene survey section.
http://www.gorp.com/gorp/publishers/ics/hea_faid3.htm First
Response: The Airway – succinct “A-B-C” information from the people
at GORP. Keep clicking to find out about important breathing and
circulation information as well.
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ACTIVITY 4-6
Arctic Transect 2004 Curriculum
Subject Areas:
Health
Social Studies
Language Arts
Objectives:
Students will...
• Understand the basic
principles of patient
assessment.
• Predict appropriate first
aid measures.
• Evaluate the role of PAS
in personal situations.
Time Consideration:
30 – 45 minutes
Materials:
• Student Page 4-6
“First aid Scenarios”
Vocabulary:
Patient assessment
system, airway,
breathing, circulation,
disability
Assessment:
Upon completion of this
activity students should...
• List and describe in
proper order: airway,
breathing, circulation and
disability.
• Complete a reenactment
of an expedition first aid
scenario.
• Apply patient assessment
strategies to their
personal lives.
PolarHusky.com
Unit 4
TRAVELING THE LAND: FIRST AID, SURVIVAL AND SAFETY
ACTIVITY 4-6
A-B-C - Continued
Procedure:
1. Write the letters “A, B, C and D” on the board in front of the class. Next, introduce patient
assessment system (PAS) to students. Inform the class that for every potential first aid
situation, they must consider airway, breathing, circulation and disability.
2. Divide students into groups of 3 or 4 people. Pass out Student Page 4-6 to each group. Assign
each group one of the four scenarios. Instruct each group to carefully read their scenario.
3. Inform the class that each group is responsible for creating a skit depicting their particular
scenario as well as a hypothetical patient assessment and care (and/or evacuation) strategy.
Allow groups 15-25 minutes to discuss and practice their scenarios.
4. Present skits. After each “skit”, discuss each group’s assessment and care plan.
5. Review patient assessment with students. Ask students to share some of their personal first
aid/survival situations and how PAS was or was not followed.
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EXPERIENCE
Unit 4
TRAVELING THE LAND
EXTENSIONS
An important part of navigation is telling time. Have students take off their watches and cover
the classroom clock. Students should write the numbers 1-10 on a piece of paper. At different
times during the day have students guess what time it is, recording their guess on their
piece of paper. Also have them list clues that help them judge time. At the end of the day see
how accurately students were able to estimate time and compare the clues they used (This
activity was adapted from Journey North).
Read Jack London’s short story, “To Build a Fire,” to your students. Discuss the mistakes
that the traveler made.
Plan a short nature hike for your students. Discuss safety precautions that are important
while traveling outside in a group.
EXPAND
EXPLORE
Research traditional methods for building kayaks. After learning about techniques, build
a small model of a traditional kayak from cloth and wood. Try floating the kayaks in a tub
of water. Do they float? Do they leak? Which design is the best? Which designs are tipsy?
Invite a certified CPR/First Aid instructor into your class. Practice CPR and various first aid
techniques.
Find pictures and/or articles about adventure groups or expeditions. Have the class look
at the pictures and/or read the articles and then have them brainstorm qualities that they
think the people in these pictures and articles might have. After the students have a
good list, introduce the idea that besides being daring, brave and confident, being on an
adventure requires planning and organization. Have the class spend a few minutes discussing
why good planning and organization are necessary. (This activity was adapted from
www.eduplace.com).
Ask students to list things that might be important or useful to have when stranded in a car.
Encourage students to consider local environmental conditions. Make a survival kit that can
be placed in a car.
Plan a weekend camping trip. Evaluate equipment and food that will be needed. Discuss
how the type of trip will affect gear choices. Find a topographic map and use it to chart a route.
Research the controversy surrounding the use of snowmobiles in National parks in the
United States. Have the students write an argumentative essay explaining his or her
opinion about this controversial issue.
Additional Resources:
http://www.ix.net.au/~als/impnav.htm#awa The Bushwalker’s Guide to the Galaxy – this site explains
how to “navigate on the surface of the Earth with less than a GPS or compass.”
http://www.gorp.com/gorp/publishers/menasha/how_surv.htm GORP: How to Navigate the
Backcountry – informational, fun-to-read article by Bob Newman that goes through six areas of
survival: fire-building, procuring and preparing food and water, shelter construction, first aid; making
and employing signals.
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PolarHusky.com
Unit 4
TRAVELING THE LAND
THE SCIENCE OF…
Activity Level:
The Science of
Navigation
Experience
Explore
Expand
Subject Areas:
Science
“Traveling is no fools’ errand to him who
carries his eyes and itinerary along with
him.”
- Amos Bronson Alcott
Objectives:
Students will...
• Understand fundamental
principles of navigation.
• Identify major advances
in the history of
navigation.
Summary:
Background: Navigation is the science, technology and understanding
of finding a position and directing a course of travel. The history of
navigation can be traced to its Latin meaning - navis means ship and
agrere means to move or direct. The term was used in conjunction with
ships and the sea. Often referred to as an art, navigation has changed
drastically since its humble origins.
Navigation of waterways began before recorded history. Initially,
seafarers simply used landmarks, wind and the position of the sun to plot
their course. They traveled by day and found safe harbor at night. Later
on, sailors were able to navigate using stars and constellations. They
used crude charts and practiced a rudimentary form of dead reckoning.
Advances in seamanship aided navigation as well.
Most important to global navigation was the ability to measure latitude
and longitude. The magnetic compass, originally invented by the Chinese
over 4,000 years ago, was used by navigators around the 12th century.
Using a compass along with a cross-staff and astrolabe, navigators were
able to verify latitude; finding longitude, however, was still difficult as no
reliable means of tracking time at sea was available. The same problem
plagued navigators until the 1700s when fixing longitude was made
possible by the invention and refinement the chronometer.
Today the sextant and compass have been replaced by Global Positioning
Systems (GPS).
• Predict future
navigational tools.
Time Consideration:
45 minutes discussion, 1-2
hours additional research
time required
Materials:
• Student Page 4-7
“Navigation through the
Ages”
• Blindfolds
• Access to research
materials
Vocabulary:
Navigation, cross-staff,
astrolabe, compass,
sextant, GPS
Assessment:
Upon completion of this
activity students should...
Additional Resources:
• Participate in a
“navigation” experiment.
http://www.boatsafe.com/kids/navigation.htm Boat Safe Kids - the
history of Navigation as written by boatsafe.com.
• Complete Student Page
4-7.
http://www.pbs.org/wgbh/nova/longitude/ NOVA online – an excellent
site that covers the history of navigation and the search for an accurate
way to find longitude. Great links and fun activities like you would expect
from PBS.
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• Make a history of
navigation timeline.
PolarHusky.com
Unit 4
TRAVELING THE LAND: THE SCIENCE OF NAVIGATION
PROCEDURE
1. Take students to a large area (preferably outside). Have students find a partner and then
pass one blindfold to each pair. Inform students that they will try to navigate a straight
line.
2. Demonstrate the activity with one pair of students. While sighted, ask one partner to pick
an object (at least 100 feet away). Then blindfold that partner and ask the other partner to
follow closely without talking. The blindfolded student should walk toward their chosen
object. Have the blindfolded student stop when they think they are close, take off the
blindfold, and look around. They should be way off target as it is very difficult to walk in a
straight line while blindfolded.
3. Ask students to brainstorm possible aids to navigation (besides sight) that could improve
their ability to walk in a straight line. Use this discussion to introduce the concept of
navigation to the students (See background information for details).
4. Divide students into groups and assign each group a navigational tool from the following
list:
Dead reckoning
Sounding reed
Wind rose
Magnetic compass
Lead line
Portolan charts
Chip log
Cross-staff and Astrolabe
Sextant
Mercator projection
Chronometer
Gyroscopic compass
Radar
Loran
GPS
5. Pass out Student Page 4-7 and allow each group adequate time to research their
navigational tool.
6. Ask students to share their findings with the class. Use Student Page 4-7 to create a
navigation technology timeline on the wall or board.
7. After the timeline has been completed, discuss possible future technological innovations in
the field of navigation.
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Arctic Transect 2004 Curriculum
PolarHusky.com
Unit 4
TRAVELING THE LAND
ONLINE CHAT
Travel
Background: People constantly attempt to transport themselves and
their things around the world in more efficient and faster ways. There are
many ways people travel today: bicycles, skateboards, RVs, ships, boats,
airplanes, helicopters, buses, motorcycles, cars, trucks, trains, trolleys;
etc. People still use their feet to transport themselves short distances, but
walking usually is not a preferred method of travel when covering long
distances.
Whatever their method or mode, people travel everyday for work and for pleasure. We move
from place to place within our neighborhoods, communities and countries in addition to traveling
around the world. Because of the demand for faster and more efficient methods of travel, the
history of transportation is long and full of many inventions. In fact, methods of travel continue
to be improved upon and invented today.
The latest attempt at more efficient and faster transportation is the Segway. The invention was
featured in the December 10th, 2001 issue of Time magazine. The Segway is a “human
transporter” comprised of a “complex bundle of hardware and software that mimics the human
body’s ability to maintain its balance. The Segway has no brakes, no engine, no throttle, no
gearshift and no steering wheel - and it can carry the average rider for a full day, nonstop, on
only five cents’ worth of electricity.” Although it is priced in the thousands of dollars, the
Segway is still “cheaper, cleaner, more efficient and maneuverable” than the automobile. Dean
Kamen, the inventor of the Segway, hopes to transform the world with his creation. “He
believes the Segway ‘will be to the car what the car was to the horse and buggy.’ ”
More efficient and faster transportation methods will continue to evolve, making travel an
important component for living and working in a global society.
Procedure:
1. Access the expedition website PolarHusky.com
2. Add your own opinion or thoughts to the discussion boards. Think about and answer the
following questions:
a.
If you could travel to one place (and money was not an issue) where
would you go and why?
b. How has travel changed over time? What changes do you see for the
future?
c. How does travel impact the world in which we live?
3. Participate in the chat on “Travel” during week 4 of the Arctic Transect 2004 Expedition –
Check in the chat section of the website http://www.PolarHusky.com for exact schedule.
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© NOMADS Online Classroom Expeditions
Arctic Transect 2004 Curriculum
PolarHusky.com
Unit 4
TRAVELING THE LAND
QUESTIONS
Questions for the Team!
Arctic Transect 2004 team members use dogs and sleds to travel
across the land much like Inuit people did in the past. Traveling
with dogs across the wilderness can be an exhilarating experience.
Use this simple worksheet to send questions to team members on the trail:
•
Email your questions to teammail@PolarHusky.com
•
Check out the answers in the Question and Answer section of the website:
http://www.PolarHusky.com
Here are some questions other folks have asked:
1. What types of navigational tools do you use?
2. Have you ever been lost?
3. How do the dogs know which way to go?
Now it is your turn!
1.
2.
3.
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© NOMADS Online Classroom Expeditions
Arctic Transect 2004 Curriculum
PolarHusky.com
Unit 4
TRAVELING THE LAND: ON THE TRAIL
STUDENT PAGE 4-2
Past vs. Present
Name___________________________
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© NOMADS Online Classroom Expeditions
Arctic Transect 2004 Curriculum
PolarHusky.com
Unit 4
TRAVELING THE LAND: ON THE TRAIL
STUDENT PAGE 4-3
Reflections on the Journey
Names______________________
In small groups, discuss the following questions, recording your answers on a separate sheet of
paper.
1. Identify your mode of travel.
2. How far are you going on your journey? How long will it take you?
3. How much effort does your mode of travel require?
4. What muscles are you using in your mode of travel?
5. Approximately how many calories will you burn during the journey? Approximately how many
calories are in your lunch or snack?
6. What kind of clothing are you wearing? Explain why it is appropriate or not appropriate for the
activity.
7. Describe the efficiency of this mode of travel.
8. Would you like to use this mode of travel for getting to and from school every day? Why or
why not?
9. What purpose does your mode of travel have today? What purpose did it have for the
traditional Inuit?
10. Identify one difficulty experienced during the journey.
11. Identify two things that were enjoyable during the journey.
12. On the back of this handout list three nature observations you made during the journey.
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© NOMADS Online Classroom Expeditions
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PolarHusky.com
TRAVELING THE LAND: FIRST AID, SURVIVAL AND SAFETY
Unit 4
TEACHER NOTES 4-4
Backpack First Aid Kit
Here is a list of recommended items for a quick and easy backpack first aid kit:
Adhesive strip (large)
Adhesive strip (small)
Antiseptic pad
Sterile gauze pad
Cotton balls
Pencil
Paper
Piece of candy
Triangle bandage (easily made from an old sheet)
Safety pin
Tweezers
Ace bandage (optional)
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© NOMADS Online Classroom Expeditions
Arctic Transect 2004 Curriculum
PolarHusky.com
Unit 4
TRAVELING THE LAND: FIRST AID, SURVIVAL AND SAFETY
TEACHER NOTES 4-5
Survival Notes
Mid-January is the coldest time of year in Minnesota. Therefore, the first problem survivors face is to
preserve their body heat and protect themselves against its loss. Building a fire, minimizing movement
and exertion, while using as much insulation as possible can address this problem.
The participants have just crash-landed. Many individuals tend to overlook the enormous shock effect
this has on the human body. The deaths of the pilot and copilot increase this shock. Decision making
under these conditions is extremely difficult. Such a situation requires a strong emphasis upon the use
of reasoning not only to make decisions but also to reduce the fear and panic every person would
naturally feel.
Before taking off, the pilot always has to file a flight plan. The flight plan contains vital information
regarding the flight, including the course, speed, estimated time of arrival, type of aircraft, number of
people on board, etc. Search and rescue operations would begin shortly after the plane failed to arrive
at its destination at the estimated time of arrival.
The eighty miles to the nearest known town is a very long walk even under ideal conditions. Under the
circumstances of being in shock, dressed in city clothes, and having deep snow in the woods and a
variety of water barriers to cross, the attempt to walk out would mean almost certain death from
freezing and exhaustion. At the given temperatures, the loss of body heat through exertion is a very
serious matter.
Once survivors have found ways to keep warm, their most immediate problem is to provide signaling
methods to attract the attention of search planes and search parties. Thus, all of the items the group
has must be assessed according to their value in signaling the group’s whereabouts.
What the pros had to say… (not listed in order of value)
1. Ball of steel wool. Can catch sparks and support a flame
2. Cigarette lighter. Used to produce sparks for fire (warmth and fire)
3. Extra shirt and pants. Warmth for survivors, shelter, bedding, signaling, bandages, string, and
tinder
4. Family-sized Hershey bar. Supply energy to survivors for getting wood, setting signals, etc.
5. Can of shortening. Mirror-like surface for signaling, rubbed on body to protect exposed areas,
helpful in starting fires, container can be used to melt water or used as a cup
6. Flashlight. Signal (but cold batteries wouldn’t last very long)
7. Piece of rope. Getting/dragging firewood, constructing shelters, burned in fire, etc.
8. Newspaper. Starting fire, insulation under clothes, recreation
9. .45-calibur pistol. Signal device, hammer, powder from shells for fire, but dangerous!
10. Knife. Cutting rope, make wood shavings
11. Compress kit. Wrap gauze as insulation, candlestick when dipped in melted shortening, tinder in
fire
12. Ski poles. Used as flagpole, supports for shelter
13. Quart of 85-proof whiskey. Aid in fire building, danger because drinking it could cause blood
vessels to dilate causing excess heat loss
14. Sectional aerial map. Dangerous because it may cause group to want to travel from the crash
site
15. Compass. May encourage survivors to try and walk out of the site, could be used as a reflector
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© NOMADS Online Classroom Expeditions
Arctic Transect 2004 Curriculum
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Unit 4
TRAVELING THE LAND: FIRST AID, SURVIVAL AND SAFETY
STUDENT PAGE 4-5
Survive Alive
Group Name________________________________
You have just crash-landed somewhere in the woods of northern Minnesota. It is 11:32 A.M. on a
cold mid-January day. The small plane in which you were traveling has been completely destroyed
except for its frame. The pilot and copilot have been killed but no one else is seriously injured.
The crash came suddenly before the pilot had time to radio for help or inform anyone of your
position. Since your pilot was trying to avoid a storm, you know the plane was considerably off
course. The pilot announced shortly before the crash that you were eighty miles northwest of a
small town - the nearest known habitation.
You are in a wilderness area made up of thick woods with many lakes and rivers. The last weather
report indicated that the temperature would reach -25° F in the daytime and -40° at night. You
are dressed in winter clothing appropriate for city wear (jeans, T-shirt, sweatshirt, street shoes
and jacket).
While escaping from the plane your group salvaged the fifteen items listed below. Your task is to
rank these items according to their importance for your survival. A ranking of “1” is the most
important item and “15” the least important.
___ compress kit (roll of gauze)
___ sectional aerial map made of plastic
___ ball of steel wool
___ 30 feet of rope
___ cigarette lighter w/o fluid
___ family sized chocolate bar
___ loaded .45 caliber pistol
___ flashlight with batteries
___ newspaper (one per person)
___ quart of 85 proof whiskey
___ compass
___ extra shirt and pants for everyone
___ two ski poles
___ can of shortening
___ knife
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Arctic Transect 2004 Curriculum
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Unit 4
TRAVELING THE LAND: FIRST AID, SURVIVAL AND SAFETY
STUDENT PAGE 4-6
First Aid Scenarios
Scenario #1: Your two teammates and you have been mushing along the coast of Pelly Bay all day
long. At lunch (about two hours ago) you noticed the leader of the day was acting kind of strange.
She seemed spacey and did not respond to some of your questions. Lunchtime conversation is
usually brief, but today your partner’s answers were very short and somewhat jumbled. You didn’t
think much of it at the time. You continue mushing through the pack ice for the rest of the afternoon.
The wind has been increasing steadily over the past two hours and a wind chill rating would measure
at least sixty below zero. Upon catching up to your teammate, she collapses next to her sled. Her
breathing is short and shallow, her skin looks pale and her lips are blue. She is not shivering. What
do you do?
Scenario #2: Time to finally make camp! You have been out on the trail all day and are very, very
tired. Unfortunately, it is your turn to complete the outside chores (feed the dogs, get ice and snow,
organize the sleds, etc.). After setting up the tent, your teammate disappears through the door. In
a few minutes you hear the hiss of the stove and see the warm glow of the lantern inside. It isn’t
until an hour later that you are able to unzip the door of the tent and crawl inside. Your teammate
appears asleep and doesn’t seem to notice you crawl in. The tent is nice and warm and your partner
seems to have fallen asleep in the tropical-like conditions. After settling in you detect an “odd” odor.
You nudge your partner repeatedly until he mumbles, wakes up and vomits in your lap. He is very
groggy and complains about a severe headache. He thinks he may have the flu. What do you do?
Scenario #3: You are mushing in a hilly region of Nunavut. Suddenly your teammate’s sled breaks
free of the gangline (the line that connects the sled to the dogs), tumbles down a steep embankment
and crashes on the rocks below. You tie-off your sled and carefully approach the edge of the cliff.
Your teammate is standing on a small ledge four feet below you. She is standing and holding her
right shoulder and yelling in pain. She says that she heard a loud “snapping” sound when she landed.
Her coat around her left elbow and bicep is torn and appears to be soaked in blood. What do you do?
Scenario #4: You and your teammates are mushing your dog team along a particularly scenic
riverbank. You are all marveling at the spectacular scenery when you hear a loud crack. Suddenly
you feel the ice falling away from underneath your feet. The dogs react quickly and lunge powerfully
forward. By the time you get your dog team stopped and secured there is a fifty-foot section of open
water where there once was ice. Your teammate is also in the middle of the river holding on to a
small branch. He says that his leg is broken and he can see the bone sticking out of his shin. His
teeth are chattering and he says his arms and legs are getting numb. What do you do?
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© NOMADS Online Classroom Expeditions
Arctic Transect 2004 Curriculum
PolarHusky.com
Unit 4
TRAVELING THE LAND: SCIENCE OF NAVIGATION
STUDENT PAGE 4-7
Navigation through the Ages
Name_____________________
Navigation tool:
Invented by:
Date invented:
Description:
Picture:
How was it used?
How did this tool improve navigation?
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© NOMADS Online Classroom Expeditions
Arctic Transect 2004 Curriculum
PolarHusky.com
Unit 4
TRAVELING ON THE LAND
References and Resources
“America’s Fascinating Indian Heritage – The First Americans: Their Customs, Art, History, and How They
Lived” New York: Readers Digest, 1978. 329-353.
Backer, Howard D., M.D., Warren D. Bowman, M.D. et al. Wilderness First Aid for Remote Locations. Sudburry:
Jones and Bartlett Publishers, 1988.
Cellura, Dominique. Travelers of the Cold – Sled Dogs of the Far North. Washington: Alaska Northwest Books,
1990.
Geography for Life: National Geography Standards 1994. Washington D.C.: National Geographic Research and
Exploration, 1994. 64-66.
“History of Navigation”: History of Navigation 10 December 2001. http://isa.dknet.dk/~janj/navigation.html
“The History of Navigation”: BoatSafeKids. 10 December 2001. http://www.boatsafe.com/kids/navigation.htm
“Inuit Summer Travel”: 21 October 2003. http://www.civilization.ca/cmc/archeo/cvh/arctic/v53-27.html
“Navigation”: HistoryChannel.com. 10 December 2001.
http://www.historychannel.com/peri/print_book.pi?ID-6065/
Pelly, David F. “How Inuit find their way in the trackless Arctic”: 21 October 2004.
http://www.nlc-bnc.ca/history/16/h16-5305-e.html
Peplinski, L. “The dogs of the Inuit: companions in survival”: 24 October 2003.
http://www.fao.org/ag/AGa/AGAP/WAR/warall/W0613b/w0613b0m.htm
Tyson, Peter. “Secrets of Ancient Navigation”: NOVA Online. 10 December 2001.
http://www.pbs.org.wgbn/nova/longitude/secrets.html
Soubliere, Marion, ed. The Nunavut Handbook – Traveling in Canada’s Arctic. Iqaluit: Nortex Multimedia Inc.
1998.
William, Dr. Taylor E. ed. The Arctic World. Toronto: Key Porter Books Limited. 1985.
“Winter Survival Lesson Plan.” Lanesboro: Eagle Bluff ELC, 1998.
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