What am I?
(Geocaching and Vocabulary)
This lesson would be one of several in a unit on using geographicinformation systems and tools. Students have already been introduced tothe vocabulary terms and will be exploring the use of a GPS to locatecoordinates while solving clues together. The students will need to problemsolve (figure out the answers to the clues describing the geography terms)after they have “discovered” the caches containing those clues. Once eachteam has determined the geography term that is being described they willthen write the number of the cache and the term in each slice (see graphicorganizer). After completing the scavenger hunt each team will need tohand in a completed organizer after checking their answers with theirteacher.
Working together as a team to problem solve while reviewing anddiscussing vocabulary terms while exploring how GPS receivers work
Clipboards for each team, empty objects or canister to use forcaches, multiple copies of the clues to locate the caches (depending on thenumber of GPS devices available), 8-10 GPS devices, and puzzle worksheetfor teams to fill out.
would need to mix up the clues for each team so they would bestarting at different coordinates facilitating less confusion between theteams.
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 oneach team.
Judy Newquist 2009