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.