What am I?

(Geocaching and Vocabulary)

Overview-- This lesson would be one of several in a unit on using geographic

information systems and tools. Students have already been introduced to
the vocabulary terms and will be exploring the use of a GPS to locate
coordinates while solving clues together. The students will need to problem
solve (figure out the answers to the clues describing the geography terms)
after they have “discovered” the caches containing those clues. Once each
team has determined the geography term that is being described they will
then write the number of the cache and the term in each slice (see graphic
organizer). After completing the scavenger hunt each team will need to
hand in a completed organizer after checking their answers with their
teacher.

Goals: Working together as a team to problem solve while reviewing and

discussing vocabulary terms while exploring how GPS receivers work

Materials: Clipboards for each team, empty objects or canister to use for
caches, multiple copies of the clues to locate the caches (depending on the
number of GPS devices available), 8-10 GPS devices, and puzzle worksheet
for teams to fill out.

Teachers would need to mix up the clues for each team so they would be
starting at different coordinates facilitating less confusion between the
teams.

Team Members Roles*:

Materials Coordinator/reader – collects necessary materials—GPS,
etc. and reads the directions for the task.
Navigator – operates GPS (Switch off after each cache is located).
Recorder – records the cache number and vocabulary term

* Note that roles can be switched depending on the number of students on

each team.

Judy Newquist 2009

What am I? (Geocaching and Vocabulary)

Working as a team you will need to navigate the course below following
the coordinates provided. As you explore how to read and use a GPS your
challenge is to figure out the mystery geography vocabulary terms using the
clues located in each cache. Using your keen observations skills will be
required in order to find the locations of the various caches that hold the
clues for the terms.

1. 849 Easting, 571 Northing—

Look around and you will see-- Look low, look high beneath the tree.

2. 833 Easting, 628 Northing—

Turn the corner and what do you observe? I am small and round.
Look closely on the ground.

3. 838 Easting, 596 Northing—

Low lying and rectangular am I. Usually I am filled with water but I am
dry. Look closely and the cache you will spy.

4. 909 Easting, 593 Northing—

Walk through the doors and discover all the wonders of the world.

5. 770 Easting, 624 Northing—

Directing your way is always fun; what do you find here? Look closely
as the cache is near.

Judy Newquist 2009

What am I? (Geocaching and Vocabulary)

Here are the clues hidden inside a small box, brown envelopes or whatever
container you may have available to describe the geography term.

Parallels/latitude lines --geographic tool

--measure horizontally in degrees
--used to locate points on earth
--positive values north of equator
--negative values south of equator

Meridians/longitude lines --measures vertically in degrees

--meet at north and south poles
--east of Prime positive values
--west of Prime negative values
--used to locate points on earth

Coordinates --points on earth

--make a grid
--can be positive or negative
--used to locate absolute locations on earth

map projection --intersecting lines create a grid

--image of a globe (sphere) on a flat surface
--image of earth

GPS --determines latitude and longitude

-- navigation system involving satellites and
computers
--24 satellites

GIS --system of hardware and software

--used to store, retrieve map and analyze
geographic data
-- used to describe places on earth
--uses pictures or graphics

Judy Newquist 2009

 Team Member Names:

What am I?

Each “piece of the pie” is to be numbered with the number on each cache.
Then the recorder will also need to write each term in the numbered slice.
**Remember you are working together as a team to find the locations of the
caches and to figure out the appropriate vocabulary terms.

Judy Newquist 2009