Searching for Jazz Caches

Today was a great day! I finally introduced the concept of caching to my 4th grade students. I say caching instead of geocaching because we didn't use hand-held GPS. For this first lesson, the students used maps and compasses.

The 4th grade students will be performing a play, We Haz Jazz, for students and parents in January. The play highlights 25 influential jazz musicians, composers, and bandleaders, lending itself nicely for a research project. To kick off the unit, I hid eight caches across our Lower Division campus. Each cache held note cards with clues about the people they would be studying. Working with partners, students were to locate one cache, extract four cards, and return back to the classroom to figure out their clues. (An extensive web site at an age-appropriate level was created for the students to use for research.)

Before the hunt, students were introduced to compasses and learned how to orienteer. We discussed how to rotate the compass housing until the orienting arrow and compass needle lined up, verified north on our maps, located our final destination with the travel arrow, and followed the direction of the travel arrow to locate our cache. After a bit of practice, they were off.

The students really enjoyed this activity, but were disappointed they only had the opportunity to find one cache today. They thought the activity was "super cool" and wanted to search more. Once they got back to the lab, however, they delved into their research task of figuring out their clue cards.

Geocaching Begins at SPS

Well, I am happy to report that my plans to start geocaching at my school are under way! I spent the summer purchasing supplies - tubs, labels, GPS, compasses, etc. and have plans for my first activity this week.

After practice reading and making maps, both in my computer lab and in their classrooms, my second graders will be going on their first treasure hunt. Armed with maps of our campus, student will search for clues in hopes of finding a treasure.
This first lesson will lay the groundwork for future activities. And, even though we aren't actually going to use the handheld GPS devices yet, understanding the concepts of direction, relative location, and absolute location are basic skills they need to have.

I still haven't figure out exactly what they will be searching for yet, but I'm sure something will come to be soon.

A Travel Bug Plan

I recently received my order for four travel bugs from Geocaching.com. I thought it would be neat to start them off with my 2nd grade class this year, as we could follow them along together for the next few years, but I hadn't figured how I was going to do it yet. Fortunately, I stumbled across this blog post about a Webquest introducing Travel Bugs on a colleague's blog. It is a great starting point for me. I will have to modify the quest for my use, as I will have four travel bugs, one for each class, rather than one for each student (although that is a neat idea too, maybe for next year). There are some great resources on the site as well. I found links to both a Power Point introducing geocaching as well as forum for using GPS in education with lesson plan links. HOORAY! I know what I will be doing this summer!

Thanks to my partners in crime this Spring, Jessica, Sue, and Emily, for your encouraging words through my discovery of GPS and geocaching in education. Although my blog posts will probably be less frequent once this class is over, I have every intention of keeping it up - not only as a journal documenting my learning but as a tool for other teachers interested in getting started. I'm glad you will continue following.

Blog Source: Langwiches: Geocaching in Education retrieved on April 20, 2008 from http://langwitches.org/blog/2007/08/20/geocaching-in-elementary-school/.

Image Source: http://www.castlecoinsandpins.com/shop/images/travelbug_large.jpg

Which is the Best GPS to Buy?

Now that I have the money to actually purchase some GPS equipment (approximately $150/unit), I thought it would be a good idea to investigate what equipment is available, what features each unit has, and what ratings (if any) I could find about them. While there are many brands, the most popular are from Garmin and Magellan. Prices range from $70 to $400.

I began my search for the "perfect" unit through my network on Twitter. I heard back from six teachers using handheld units with their students. Garmin came out as the preferred brand with the Legend and Vista as the more popular models. The results of my mini (unscientific) survey are below:

ddraper: Garmin Vista (said simple to use, nice color screen)
chrischampion: Garmin Vista (said simple to use, works with Mac and MacCaching)
cnansen: Garmin eTrex Legend and Magellan Triton 200
roswellgirl: Magellan Explorist 300 (good basic unit, about $100)
wssmith: Garmin eTrex Legend (easy to use; uses with elementary students)
wdrexler: Garmin eTrex Legend

As I only had six responses, I felt I needed more information before I could make an educated decision. I remembered that Dr. Christie (I blogged about her before) had a pretty nice site about GPS equipment. Sure enough she had a comparison chart comparing the different brands and models and advises educators "to consider price AND available features that match curricular objectives". Her comparison chart highlights features such as price, screen type/size, accuracy range, internal memory, battery life, and weight. She also looks to see if the units have a built in compass.

On a 5-point scale, her highest marks (4.5/5) went to the Garmin eTrex H for its reasonable price. The Legend and Vista only got 3 stars each, and while their ratings were lower, they have added features I like. Both the Legend and Vista have better accuracy than the eTrex H (within 10 feet vs. 20 feet), and the Vista has a built in electronic compass. Another factor I must consider is compatability - many of the units have a serial interface. I need a USB interface to work with a Mac. I think I'll retweet my colleagues and ask what platform they use as it would help in making this decision.

So for now, I am leaning toward the eTrex but am not sure of the model yet. A colleague has lent me a Legend that I hope to explore this weekend. If anyone has any recommendations, I'd be most appreciative!


Christie, Alice. (2007). Dr. Alice Christie's GPS Comparison Chart. Retrieved on April 18, 2008 from http://www.alicechristie.org/geocaching/compare/gps_comp.html.

What Exactly Does a Cache Look Like?

This blog is in response to my colleague, Emily, who commented last week "do you have a picture of a cache? I guess I'm still having a hard time imagining what this looks like and how you could hide it."


A cache is defined as something that stores information (or objects) that will be used in the future.

In geocaching, a traditional cache is usually a container of some kind, ranging in size from a small photo canister to a larger plastic container (i.e. Tupperware less that a cubic foot). It is usually plastic, preferably water tight, and should be labeled as to its purpose. Usually, they are hidden on public land or on private land with the permission of the land owner. The geocaches are hidden well enough that people who aren't looking for them usually won't find them.

A simple cache would include a logbook which contains information from the creator of the cache as well as notes or comments from other cache visitors. You would record your name and the date you found the cache in the log book. You might also leave some kind of information such as a riddle or joke for the next person who finds it.

Larger caches will contain the logbook along with treasures. A geocache can have almost anything inside of it, but usually the items are of minimal value. When you go geocaching, you take items to trade with the geocache. For example, you might find a geocache that has a CD, baseball cards, and a book. You might choose to take the book and leave a toy car in its place. The #1 geocaching rule is if you take something you must leave something in return. Some geocaches might even have a camera for you to take a picture of yourself. Of course geocachers know never to take the camera.

Some caches may not have any containers at all. For example, if I were to create a cache of native Florida plants and trees on my school's campus, the "logbook" might be the students using a digital camera to snap pictures of each specimen.

Here are some additional photos:







IMAGE SOURCES:
http://www.notla.com/images/journal2006/2006_geocache03.jpg
http://www.lakecountyfl.gov/hometown_highlights/images/geocaching/geocache.jpg
http://www.theheads.org/images/geocache.jpg
http://www.alicechristie.org/pubs/E6/index.html
http://upload.wikimedia.org/wikipedia/commons/thumb/c/ca/Geocache_CZ_02.JPG/800px-Geocache_CZ_02.JPG

Pondering the Media Equation

For this blog post, I will take a break from my usual topic to discuss an interesting theory that looks at how adults communicate with media. The Media Equation, theorized by Byron Reeves and Clifford Nass (1996), states “that individual’s interactions with computers, television, and new media are fundamentally social and natural, just like interactions in real life,” (p. 5). They propose that the human brain has not been able to keep up with the incredible advancements made in 21st century technologies. Essentially, the brain confuses mediated life and real life.

media = real life

Think about it this way. Have you or someone you know ever done the following: Smiled, made eye contact, and talked to someone you were watching on TV? Walked away or made faces at someone that said something on TV that you didn’t like? Given your laptop a “pet name” and spoken to it with words of encouragement? Talked back to a software program when it greeted you upon startup? Sat closer to a small television set or further away from a larger one? All of these examples, along with information gathered from 35 psychological studies, support Reeves and Nass’s theory that people interact and respond to media as if it were human. (Reeves and Nass, 1996).

The Media Equation theory was developed based on studies conducted on adults. If we are to assume that children respond to media the same ways in which adults do, then we must think about its implications in educational settings.

1. Teachers utilizing media in their classroom should consider how their students will react to it. Media that “conforms to social and natural rules” (Reeves and Nash, 1996, p.8) will be easier to use and enjoyed more. Teachers should be prepared to have discussions to help students assimilate the media into their schema.

2. Software developers should consider the types of social interactions they encourage through their programs. They should also note that the interactions of children will be different than those of adults. Their designs need to be geared to the specific needs of children.

The Media Equation was definitely worth reading about and provided insight into interpersonal communications between man and machine; however, as an educator of young children I would be very interested in seeing the original studies conducted on children today. Would the findings be the same? Considering children today are growing up with 21st century technologies – are their brains better able to separate media from real life?

That being asked, if I can be allowed one further ramble, I can't help but think about Webkinz at a time like this - those cute plush animals with which children interact in a virtual world. My 5-year old daughter is convinced that "Princess the Unicorn" will die if she doesn't visit the site each day to feed it. I wonder what Reeves and Nass would have to say about the virtual worlds in which young children and preteens are obsessed - Webkinz, Club Penguin, Littlest Pet Shop, Shining Starz, etc.

Reeves, B. and Nass, Clifford. (1996). The Media Equation. Cambridge University Press.
An excerpt from the book can be retrieved from http://www/uky.edu/~drlane/capstone/mass/equation.htm.

Grant Proposal Accepted - YEAH!

In March, I submitted a proposal for the DeWitt E. and Vera M. Hooker Fellowship Grant sponsored by the Florida Council of Independent Schools (FCIS). My grant proposal, entitled Empowering Student Learners with GPS was accepted, so I will now have the funds to purchase a class set of handheld GPS units along with all the other paraphanalia needed to start geocaching at my school.

This was a wonderful surprise on many levels. First, I've applied for this grant on several other occasions as have many colleagues at my school. No one has ever received one before. Second, each week as I continued my exploration of GPS, GIS, and Geocaching, I became more and more excited about it. I knew that even without winning the grant, I would make it happen at my school some how. Finally, the timing of the announcement has put the bounce back in my step! April and May are always such a difficult time - so much to accomplish, not enough time to do so. I have something so incredible to look forward to.

Guess I'll be continuing this blog once the class is over!

Culture Caches

The newsreel element I added to my blog a few weeks ago has finally paid off! Today, the following headline appeared on my sidebar "Middle School Students "Cache-In" with GPS".

In this project, middle-school students in a World Cultures class created "culture" caches. The teacher, Lynn Hutchins, decided to give up her traditional research projects that would include a report and display. Instead, students would research their assigned countries, then in groups, create index cards with information about them. The index cards would be placed in a cache, along with items identified or made in that country (i.e. Eiffel Tower model for France.) The caches were placed in their community (5 local businesses agreed to participate) and are visited by the students, their families, and other geocachers. Visitors to the cache sign the log so that students can keep progress of the cache.

"Hutchins said students have gotten much more excited about the theme of location in geography. She said they feel like they are making connections with people outside the classroom with people coming as far away as Japan to sign the log at one of their caches."

I can't even begin to tell you how excited I was to read about this project. The entire focus of 2nd grade at our school is the seven continents. I could just imagine several caches based on this idea.

Idea 1: Have middle school geography students create caches about the seven continents as an introduction for the 2nd graders. Actually, I could have this years second graders write facts at the end of this school year for use next year.

Idea 2: The students already do a research project on famous landmarks from around the world. Wouldn't it be fun to have each child stash a cache about their famous landmark. Students could then be asked to locate at least one cache from each continent and record information in a mini-passport.

Idea 3: Create a cache for each continent unit (about 4-5 weeks long), either at the beginning as an introduction or at the end with questions the students have to answer.

Idea 4: Write caches about our city, state, or country and share them with other schools. It would be neat to create a network of schools to exchange informational caches about each other. For example, if I could get 8-10 schools from around the US to create a cache about their cities, I could hide them on our campus. Caches from schools in countries around the world would be even better.

Idea 5: Create caches for 1st grade students studying American Symbols (Liberty Bell, Mount Rushmore, Bald Eagle, White House, etc.). Student can draw a picture of each symbol and record an interesting fact in a log book.

The idea of putting caches in businesses is also brilliant. We have so many families in my school that I know would participate in this type of activity.

Resource:
Waters, J.(2008, April 8). Middle School students "cache" in with GPS. Suwanee Democrat. Retrieved on April 8, 2008 from http://www.suwanneedemocrat.com/suwannee/local_story_099094754.html.

GPS Uses in Louisiana

In my search for lessons integrating GPS into the elementary curriculum, I came across a wonderful site from the Tangipahoa Parish in Louisiana. GPS units were purchased through a REAP (Rural Education Achievement Program) grant. As part of their professional development program, teachers completed an online course. Instead of a stipend, they received a GPS unit for their classroom. Two additional sets of 15 units are available for checkout in the parish by trained teachers.

Here are some of their activities along with ways I might use them at my school:

Measurement Geocache "How Do You Measure Up?" - Students in 2nd grade located a cache with a tape measure to measure and record the length of different body parts.
I think I would take this further and have students use different units at each cache (cm, mm, inches, feet, etc.).

Easter Egg Hunt - students in first grade used GPS units to locate hidden eggs - each egg had a treat and letters. They had to move the letters around to spell an Easter word.
I loved the idea of integrating language arts. This activity could be done with weekly spelling words. Students could also review science or math vocabulary.

Distance Geocache - Fourth graders went on a Walking Tour of Ponchatoula (the city in which the live) where they measured distances with the GPS units and used the compass for directions.
We could measure distances between the different buildings on campus to help us draw a map that is to scale.

Rock Geocache - 6th grade classes found caches on Rocks and Minerals. There were sample Louisiana rocks that students had to use a map to locate where these rocks are found and mark it on their LA map. Students had to test rocks, label the layers of the Earth, match fossils with the objects that made the indentations, and choose a pet rock to name and decorate later.
While a bit advanced for my students, I could modify the lesson to have students locate rocks that would be found around the US. Students could identify the rock from a field guide and mark where they are located on a map. A great way to integrate science and social studies.

http://www.tangischools.org/GPS/default.htm

Earthcaching

I plan on focusing the last few weeks of our class finding actual lessons and activities I can integrate into my elementary curriculum. My goal is to post a link and develop two or three activities that I can use with my K-4 students.

EarthCaching
http://www.earthcache.org/

So, I came across a subset of geocaching called EarthCaching. Visitors of an EarthCache take notes, recording observations while at a site and then log their visit on the EarthCache website by reporting what they learned. The purpose of EarthCache is educational, and they are all related to the earth. Participants can visit locations around the world, either in the field or online, to learn something new about the Earth and its systems. Sites are generally located where there is an interesting geologic or geographic phenomenon or feature. Sample EarthCaches include landforms, vegetation, rock strata, climate, soil types, population distribution, and human impacts on the landscape. To ensure that the EarthCaches are truly educational, all sites posted are subject to approval from the Geological Society of America (GSA).

So I went to the site to see what I could find for Florida. You can search by country, state, and feature. The closest I could find was an EarthCache from an Upper Tampa Bay Park in Hillsborough County.

Here is what the cache entailed:

1) Post a photo of you and your GPS at the end of the Eagle trail with Mobbly Bay in the background.
2) Send an e-mail to us with the answers to the following questions:

• Why are hardwood trees often found growing around the ponds located in the pine flatwoods?
• Identify the area surrounding the boardwalk and note the surface condition at the time you visited? (i.e. dry, damp, muddy, wet, flooded, etc.)
• Name two animals or reptiles which frequently inhabit the pine flatwoods.
• What happens to pine flatwoods in the absence of frequent fires?

Answers to the questions would be obtained from a nature guide as well as reference signs throughout the park.


Possible Ideas For My Curriculum:

While this cache is too far away from our school, we have several nature parks within 5 miles of our school. I hope to enlist the help of our science resource teacher to create a similar EarthCache for one of the nature preserves we already visit on field trips (Boyd Hill or Wheedon Island).

Another idea that I took away from this is a photo scavenger hunt, where students mark the GPS coordinate of various places in the preserve based on photos. I teach a photography camp over the summer and take my campers to the Boyd Hill Preserve. I could take pictures of significant landmarks at the preserve over the summer for use with my classes in the fall. Students can be given places to locate based on photos. Once they locate their place, they would take notes about the environment and record the latitude and longitude where the photo was taken.

Digital Mapping

For this blog, I will focus on a new topic related to using a GPS. Actually, I discussed it in my previous blog about the students in Washington and their quest for the horny toad, I just didn't know there was a special GPS-related word for what they were doing. After reading Here, There, and Everywhere by Linda Briggs, I can now add "digital mapping" and "GIS" to my GPS vocabulary list.

GIS, or Geographic Information System, is computer software that is used in conjunction with a GPS unit. Data from the GPS is imported into a database. This data can then be used to create tables, maps, etc. Different layers can be made and overlapped to aid in comparisons. Students in Washington imported their data to create layers of the different sitings of the horny toads over time. This concept of creating maps from GPS information is called "digital mapping".

According to the article, using a GIS is getting easier and several free GIS programs are available. Curious as to whether I thought I could use GIS software with elementary students, I decided to exploreArcExplorer, which was recommended by Briggs. According to the website, "ArcExplorer-Java Edition for Education (AEJEE) was designed as an introductory-level desktop application to view, query, and analyze GIS data and conduct basic spatial processes." The free version allows a user to create topographic maps, physical feature maps, shaded relief maps, historical maps, and street maps. Layers can be combined to create custom maps. I watched some tutorials and read some of the support documents. It worked very much like Google Earth. I went ahead and downloaded the latest version with plans to explore it further.

In the mean time, seeing a connection to Google Earth got me thinking. I currently received a version of Google Earth Pro that I have yet to really explore. It is supposed to have enhanced capabilities, such as synchronization with a GPS. I think I will spend some time on my next blog posts exploring that option. (I can't believe I had forgotten all about it!)

Briggs, L. (2007). "Here, There, and Everywhere." T.H.E. Journal Online: Technology Horizons in Education 34(5). Retrieved April 1, 2008, from http://thejournal.com/articles/20620.

GPS Success in the High School Science Classroom

Thomas Baker, in his article for The Science Teacher talks about the increasing role GPS has today. He believes that technological tools like a GPS receiver, "have the capacity to extend student research beyond traditional boundaries, creating an interesting and engaging environment as data are collected and analyzed in the pursuit of scientific studies" (2001, par. 1). While the classrooms examples he sites are geared to middle and high school students, I hope to work on some collaborative projects with these teachers in the future. One example in particular caught my eye.

Students in a middle school traveled to a nearby stream. Using water kits, they measured chemical, biological, and visual information along with latitude and longitude. They made the trip back to the stream several times throughout the year with the purpose of investigating seasonal changes in water quality. The information collected was loaded into an electric-mapping software called a GIS (geographic information system) which allows student to manipulate data, create graphs, and make maps. Our school has a pond at the back of our campus which our middle division
students spend time studying. I think this kind of project can be replicated with our school's pond and an added component would be some kind of collaborative project with our first graders that study pond life during the year.

On a different note, I thought I'd take a minute to explain exactly how GPS works. Baker did a nice job explaining it in his article, and I know my colleagues have had some questions about it.

There are currently 24 satellites circling the earth that produce signals. They circle the earth every 12 hours. At any one time a GPS unit must intercept at least 3 signals in order to create an accurate position of latitude and longitude. If more than 3 signals are intercepted, a GPS can also determine elevation. Essentially, the more signals intercepted, the more precise the reading. GPS signals cannot pass through buildings or mountains. Signals can also be blocked by poor atmospheric conditions.

Baker, Thomas R. (2001). Success with GPS. The Science Teacher 68(9) p38-41. Retrieved from
http://kangis.org/learning/publications/science_teacher_1201/SuccesswithGPS.PDF.

Kids as Junior Scientists

I know I already posted a blog this week from Edutopia, but I had to share this incredible use of GPS technology and project-based learning. Fourth grade students in Waterville, Washington, along with local farmers and scientists from the University of Washington are collaborating on a NatureMapping project about horny toads, local reptiles that were once thought to be close to extinction.

There is really no way I can do the project justice with a written description, so you have to check out this incredible 7-minute video. While the GPS component of the project is near the end, the entire video is worth the watch. It epitomizes project-based learning! I wish there was a NatureMapping program in Florida (just California, Washington for now).

Petersen, Diana (2005) Leapin' Lizards: Students as Data Collectors. Edutopia. Retrieved on March 21, 2008 from http://www.edutopia.org/naturemapping.

Image Source: http://animals.nationalgeographic.com/staticfiles/NGS/Shared/StaticFiles/
animals/images/primary/short-horned-lizard.jpg

Blog Change

In preparing for my first entry this week, I came across a wonderful blog post from Edutopia entitled "Say Yes to GPS: Bring Latitude and Longitude to Life". After reading the entry, I realized that I needed to change the title of my blog to include using GPS with Elementary Students too. While I still plan on making geocaching a part of my curriculum, there are so many wonderful learning experiences that I can plan for my students that use GPS units but are not about geocaching. According to the author Jim Moulton,

"if your students are going to actively participate in this global community, to compete in the global marketplace, they need to know where they are in addition to where they are going and what is going on"(par. 3)

Jim's quote refers to the power of making the learning of latitude and longitude a kinesthetic activity -- using a GPS makes these abstract ideas tangible for kids. Here are some of the ideas he suggests to help children "gain control over the concept" (par. 4) and not just at a specific grade level. He encourages schools to "foster geographical literacy throughout the school." (par. 5)

1) Use a GPS to record the latitude and longitude of your school and record it on your school's website.

2) Have classes take a GPS unit on field trips to create a school-wide bulletin board of places visited.

3) Encourage teachers who travel to find the latitude/longitude of where they were to share with students.

4) Send GPS units home with students to record latitude/longitude of where they live.

5) Ask parents to use GPS units to record latitude/longitude of where they work.

6) Take a field trip around town to record the latitude/longitude of community places.

7) Consider joining a nature mapping program to monitor plants/animals/habitats of your community. (More of this concept to come.)

Moulton, Jim. (2006) Say Yes to GPS: Bring Latitude and Longitude to Life Edutopia: Spinal Notebook Blog. Retrieved on March 21, 2008 from http://www.edutopia.org/yes-latitude-and-longitude-can-be-brought-life.

Getting Started with a Travel Bug

As I don't have a handheld GPS unit yet (although a colleague has offered to share hers) and am still learning about geocaching, I thought it would be good for me to launch some travel bugs this year. My second graders spend the year studying the seven continents, so launching a travel bug with them would be perfect. I think it would be so neat for them to follow the bug for the rest of the school year, recording on a map where the bug ends up. And since I will continue to instruct them in the lab through 4th grade, the project can continue once the year is over.

So, I created an account with Geocaching.com and spent the evening exploring the site. Starting with a travel bug will definitely be the easiest. I can order four travel bugs (one for each section of 2nd grade) for about $25. Next, I will need to find a water-tight container, notebook, etc. for the cache. I will also need the students to decide on what item(s) should be in the cache along with the directions we would like followed.

Here is an example of a travel bug that was launched from a middle school classroom in Delaware:

"Each class at NCS is launching a travel bug this year, from the school's cache. The students bring in items to attach to the TB and the class selects which item they want to use. Then they vote on a destination, based on places they have discussed in one of their classes. Finally they write a letter to accompany the TB. They are hoping to hear from folks who move the TB and learn about various places around the globe."

The students decided that Platster should go to Tokyo, Japan. Here is a photo of Platser in front of the school before he was officially "launched". Students requested that geocachers take Platser's photo in different places on its journey to Japan.

Travel Bugs Frequently Asked Questions from Geocaching.com
http://www.geocaching.com/track/faq.aspx

Engaging, Empowering, and Enlightening Part 3

Christie, A. (2007). Using GPS and Geocaching Engages, Empowers, and Enlightens Middle School Teachers and Students. Meridian 10 (1). Retrieved on March 18, 2008 from http://www.ncsu.edu/meridian/win2007/gps/index.htm.

As I mentioned in my previous post, Dr. Alice Christie from ASU, supports the use of GPS and geocaching as a teaching tool in the constructivist classroom. In an effort to provide professional development opportunities for "teachers to explore ways to create constructivist learning environments", Dr. Christie developed the E6 Learning Model. Her model was initially used to engage teachers in relevant learning, encourage the exchange of information, and empower teachers to use new technologies. The workshops she gave, utitlizing GPS units and geocaching, provided teachers the time to explore new technologies, explain real-world data, and exhibit their new knowledge.

Essentialy, Dr. Christie had teachers experience inquiry-based learning through her geocaching workshops. Participants of her workshops commented that her E6 model fostered collaboration, discovery learning, and opportunities to make mistakes in a safe environment. Once the teachers saw how powerful student-driven learning could be, they adopted her model into their classrooms. Here is an example of a 6th grade unit developed from her model:

Social Studies Standard:
Students understand the National Park System in the United States.

Assignment:
Students plan a family vacation to one of eight US National Parks.
Students create an expense chart for travel, meals, hotel.
Students create a brochure advertising their family vacation to share with peers.

Introductory Lesson:
Teacher introduced vacation destinations by writing clues for eight geocaches, one at each park location.
Working in teams, students solved clues to locate geocaches and identify the eight parks.
Students gathered information about each state park to help them in completing the assignment.

I feel that the use of GPS units and geocaching in the 6th grade cross-curricular unit was a great way to introduce the project, get students motivated, foster communication and promote collaboration. The addition of geocaching added a discovery-learning component that made a good project even better.

Engaging, Empowering, and Enlightening Part 2

Christie, A. (2007). Using GPS and Geocaching Engages, Empowers, and Enlightens Middle School Teachers and Students. Meridian 10 (1). Retrieved on March 18, 2008 from http://www.ncsu.edu/meridian/win2007/gps/index.htm.

According to Dr. Christie, it will take some time before formal research on the emerging technology of GPS receivers and their use in educational settings will take place. Therefore, she looks in the direction of constructivism to justify using this new technology in the classroom.

A curriculum based on the constructivist theory is student-centered. It fosters collaboration, critical thinking, and informed decision-making. Learning takes place in an authentic, real-world context where students are encouraged to analyze and interpret information. Dr. Christie believes that the use of GPS technology and geocaching is a perfect match for a constructivist classroom. She also sites the goals of ISTE in that learning environments should facilitate problem solving, collaborating, and communicating.

Here are some of the tenets of constructivist learning that underlie her position (Section IV: Review of Research)

- Problem-solving and higher-order thinking skills are emphasized
- Students seek knowledge independently through exploration
- Primary data sources ensure real-world authenticity
- Learners build on knowledge base through increasingly complex tasks
- Collaboration exposes learners to different viewpoints
- Assessment is authentic and part of the learning process

In my next blog post, I will continue a review of this article, highlighting Dr. Christie's E6 Learning Model for professional development and K-12 settings using geocaching.

Engaging, Empowering, and Enlightening

Last night, I set out on a search to find research-based support for the use of geocaching in the classroom. As geocaching is a relatively new phenomenom, I knew this would be difficult. I couldn't believe it when I came across the website of Dr. Alice Christie, a professor at Arizona State University. An expert in the field, she has been using this technology and giving workshops for the last few years. She presented at NECC last year and will do so again this year. I hope I can attend her session!

The article I read, Using GPS and Geocaching Engages, Empowers, and Enlightens Middle School Teachers and Students, reviewed the basics of geocaching, reviewed current research, outlined her model for using GPS units in the classroom, and provided examples of best practices. As I have already talked about the basics of geocaching in previous posts, I will spend the next few posts discussing her research and learning model.

Here is a link to her very informative podcast. If you still don't know what geocaching is, she does a great job laying it out!

Can You Dig It?

I would like to start of this post by thanking my Twitter friend, Craig Nansen, district technology coordinator in Minot, North Dakota. I posted a tweet last week about my new geocaching blog, and he immediately sent me some resources. His district just wrapped up a tech expo with a GIS/GPS focus. Wish I could have been there!

Anyway, this week's article about geocaching in the classroom comes from two educators in Texas, Anna Adam and Helen Mowers. Better known as Tech Chicks, they have a tech podcast on iTunes that I am now following. Episodes 29 and 30 both reference their article for School Library Journal, Can You Dig It? Geocaching in the Classroom. In the article and podcasts, they highlight a new site that has lots of classroom potential.

Terra Clues: This is an online scavenger hunt utilizing Google Maps. Students solve the text or image clues by finding the correct location on the map. A really neat feature of this site is that teachers can create private, or restricted areas for their students. Hunts can also be shared globally. Another feature is that hunts are rated by difficulty.

Here are some examples from the Terra Clues site that are being used in classrooms right now:

1) Age of Exploration: Clues are given about different explorers and their accomplishments around the world. I was really excited to find this one as I can do this hunt with my 3rd graders when we come back from break! It will be a great review for their explorer unit.

2) The American Revolution Hunt: Another great find that I can use right away. My 4th graders are studying the American Revolution and just finished writing "newspapers" on the causes that led to the war. Great for follow-up in the classroom.

While I know that using Terra Clues moves away from actually geocaching, I think that it is a great starting point for me to get comfortable with the process of writing clues and creating maps to go along with them. There is also potential for students to work in groups to write their own hunts and post them to the site. Finally, it provides an engaging way to integrate history (math, science, etc.) with mapping skills.

Adam, Anna and Mowers, Helen. (2007) "Can You Dig It? Geocaching in the Classroom." School Library Journal. Retrieved on March 14, 2008 from http://www.schoollibraryjournal.com/article/CA6463503.html?q=geocaching.

Geoscouting

Stevens, Mary. (2006) Boyscouts of America. "Geoscouting - Use Geocaching to Promote Scouting" Retreived on March 13, 2008 from http://www.geoscouting.com/index.html.

Confession. I was reading the blog of a colleague who added a news alert widget to her sidebar. I thought that it was such a wonderful idea, that I added one to my blog as well. I setup it up to search once a day for anything that appears in newspapers, video sites, etc about geocaching. I'm hoping some neat resources will come my way. Thanks Wendy!

So far nothing worth reporting has come up, but I did come across this link on the Boy Scouts of America Site. The Boy Scouts have adopted geocaching. Geoscouting, as they call it, is a natural extension for their program, fostering love for the outdoors, problem solving, and working as a team. Scouts can even earn a badge.

Our school has a scout troop that meets every Wednesday afternoon. I plan on asking if the troop participates in geoscouting. I think it would be a great way for me to get my feet wet, learning how to use a GPS and create a cache if they do. If they don't, it may be a worthwhile project to collaborate on with them.

Hide and Seek

Lary, Lynn. "Hide and Seek: GPS and Geocaching in the Classroom." Learning and Leading with Technology v31 n6 (2004): 14-18.

Retrieved March 11, 2008 from Eric EJ695752.

In this article, Lynn Lary, an instructional technologist specialist in Eugene, Oregon highlights the "sport" of geocaching. A geocacher herself, she decided to integrate GPS units and geocaching activities in her staff development sessions with teachers. Lynn shares several lesson plans, and highlights different kinds of geocache activities.

Clues Cache: Students are given physical clues in the form of riddles to solve. They then take pictures of the objects and record the coordinates.
i.e. Clue "This cache is illuminated and near the state flower of Virginia." (p.16) Answer: American Dogwood near a light post

Multi-Site Cache: The hunt begins with a given set of coordinates. Once located, the participant must answer a question or make a calculation to figure out the next set of coordinates. The hunt continues until all the clues and coordinates are found.

Locationless Caching: This type of cache does not require a GPS. The cache creator gives a description of what they would like found. Cachers try to take a picture of what they think the creator of the cache is looking for. Pictures of the objects and coordinates are posted online for the creator to view.

Travel Bugs: Also does not require GPS. This activity is similar to a Flat Stanley project. The cacher purchase a Travel Bug (set of marked dog tags) and attaches it to an item. The item is then released. Students can plot the movements on a map.

Even though my research into this topic has just begun, I'm excited to see that there are activities I can do with my students that do not require a GPS. While these activities do not foster the same kind of collaboration as a "real" geocache, they still offer a different way for children to learn about their world than just reading about places in a textbook.

Students Take Learning Outside - St. Pete Times Article

Solochek, Jeffery. "Students take learning outside." St. Petersburg Times 17 February 2008. Retrieved on 5 March 2008 from http://www.sptimes.com/2008/
02/17/news_pf/Pasco/Students_take_learnin.shtml.

This article highlights a cross-divisional geocaching adventure that is taking place over four months in Crystal River, Florida. Working in teams of four students, high school freshman have selected 25 spots in the Crystal Springs preserve to document with photos, coordinates and other details. The students will use this information to create a Google map. The map will then be sent to a middle school in the area, who in turn will identify the 25 locations. The middle school students will create written field guides for elementary students who will search for hidden caches or treasures at each site.

This is a wonderful example of a multi-grade project that I hope to also make happen at my school. In this case, the project integrated science and technology, but any curriculum area would work.

Samuel Parisi, the coordinator of the project, has noted the following benefits of this type of hands-on program:

1. Students engaged in the decision-making process.
2. Students take pride in helping younger students.
3. Students construct their own knowledge and share it with others.
4. Students spend time in the world in which they live.

Why Geocaching?

As a child, my favorite thing to do was solve puzzles. Any kind of puzzle was fine. I could sit hours at the beach working on logic problems or crosswords. Give my a jigsaw puzzle, and I wouldn't get up from the table until it was finished. Scavenger hunts were also a blast. My best friend and I would make up clues to solve and take turns pretending we were Nancy Drew. And even though I have little free time these days as a mom and teacher, I still love puzzles. (In fact, I keep a Suduko book in my nightstand for when I get the itch.) So when I came across an article in the newspaper a few months back in a magazine, I was immediately fascinated. The more I read, the more I knew integrating GPS technology with hands-on scavenger hunts would eventually be part of my curriculum. What a wonderful way for children to hold the world in their hands.

I am currently in the process of writing a grant to one of my school's accrediting agencies, FCIS, to purchase 10 hand-held GPS units and other needed supplies to integrate this technology into my classroom next year. If I don't get the grant, I'll figure out some other way to make it happen. In the mean time, I will try to learn as much as I can about the benefits and best practices of using geocaching in my curriculum.