PDF Guide - Safe Routes to Schools

2012
Activities
3–6th Grade: Transportation Location
Green Guide Transportation Units
Transportation Location: three lessons, history/science (3-6)
Pollution and Evolution: one lesson, science (6-8)
3-D Bike Maps: one lesson, science (6-8)
Marketing Strategy and Transportation: two lessons, health/art (6-12)
The Cost of Transportation: one lesson, science (6-12)
What Do I Stand For?: one lesson (6-12)
Travel Journal: three lessons (6-12)
History of Transportation: two lessons (9–12)
Find our curriculum online at : http://www.saferoutestoschools.org/green_curriculum.html
TRANSPORTATION LOCATION
UNIT INTRODUCTION
TRANSPORTATION LOCATION
3–6th Grades. Classroom setting.
Using Latitude and Longitude coordinates
is a fundamental skill students need
when navigating maps. These activities
combine mapping skills with historical
information about transportation.
They can be used separately or in
conjunction with each other.
Geographic History of the Bicycle (3-5)
engages students as they find locations on
their own globe. Guided by a PowerPoint
presentation, the basics of Longitude and
Latitude are explained before students answer
historical bicycle trivia by finding coordinates.
Bermuda Triangulation (4-6) delves deeper
into plotting coordinates and applies scientific
data sets and reasoning to the problem “Is
the Bermuda Triangle Real?” Next students
use this information to compare and contrast
claims about historical and current modes of
transportation.
Geo-Caching Field Trip (3-6) uses GPS
satellites to hone in on specific, local longitude
and latitude coordinates while participating
in the high-tech treasure hunt called GeoCaching! This trip can be combined with our
walking or cycling field trip.
Safe Routes to Schools is a program of the
Transportation Authority of Marin.
Part of the Marin Safe Routes to Schools
Curriculum. Engaging lessons K thru 12 that
include applicable state educational standards.
This curriculum was created by James Sievert,
Shumit DasGupta and Gwen Froh and edited
by Wendi Kallins and Connie Breeze.
2
TRANSPORTATION LOCATION
TRANSPORTATION
LOCATION Unit
OBJECTIVES
Materials
Students will be able to:
• Computer with History of the Bicycle PowerPoint
presentation (available from SR2S website)
and projector.
Lesson 1 of 3:
•
Identify longitude and latitude lines on a
globe.
•
Using either globes or maps, students answer
questions in the presentation by finding specific
landforms and cities given the longitude
and latitude coordinates. The presentation
highlights interesting historical facts regarding
bicycling.
Locate a city on a globe using longitude and
latitude coordinates.
•
Recall a benefit and historical fact regarding
bicycling.
Example:
In which city was the bicycle invented?
49 North, 20 East. (Paris, France).
4.1 Students demonstrate an understanding of
the physical and human geographic features
that define places and regions in California.
GEOGRAPHIC HISTORY
OF THE BICYCLE
3–5th Grade. 20 minutes. Classroom setting.
CA 4th Grade History-Social Science Standards
• Inflatable globes or maps with latitude and
longitude lines and major cities marked.
(Amazon has inflatable globes with world cities
for less than $5.)
• “Active Transportation Cards”:
a set of 8 large images (4 car, 4 bikes)
-images depict air pollution, exercise, traffic,
and fun for both bikes and cars
VOCABULARY
1.
Explain and use the coordinate grid system
of latitude and longitude to determine the
absolute locations of places in California
and on Earth.
Longitude: The North/South lines creating the
global positioning grid.
2.
Distinguish between the North and South
Poles; the equator and the prime meridian;
the tropics; and the hemispheres, using
coordinates to plot locations.
North and South Poles: The Northern and Southern
most points of the planet.
Latitude: The West/East lines creating the global
positioning grid.
Equator: The center line that is directly between
North and Southern latitudes.
Prime Meridian: The center line that is directly
between East and West longitudes
Tropics: The area around the equator to latitude 23
degrees North and 23 degrees South.
3
TRANSPORTATION LOCATION
GEOGRAPHIC HISTORY
OF THE BICYCLE
Procedure
Prepare presentation and projector.
2. Begin “Geographic History of Bicycles”
presentation.
1. Introduce yourself as an instructor for the
Teens Go Green program.
• Using the “Active Transportation Cards,”
discuss benefits of biking
• Briefly highlight your relevant background and
experience.
• We will now explore the geographic history of
the bike
• Teens Go Green is the Middle/High School
program for Safe Routes to Schools (SR2S).
SR2S teaches classes in over 50 Marin schools
K thru 12.
SR2S is a program of Transportation Authority
of Marin.
i. Bikes have been used around the world for
over 100 years.
ii. Before we can use the globes,
we must learn how to read them.
• Introduction to principles of longitude and
latitude
• Thank the class/teacher for having you as a
guest.
• Distribute globes or maps. Partner students if
supplies are limited.
• Briefly overview the rest of the lesson.
• Call upon students to provide the location that
answers each question.
3. Conclusion: Review key objectives.
• Longitude and latitude are lines that create a
grid to locate positions on earth.
• Key lines include the Equator, Poles, Prime
Meridian, and the Tropics.
• Benefits of cycling enjoyed around the world for
over 100 years.
4
TRANSPORTATION LOCATION
TRANSPORTATION
LOCATION Unit
Lesson 2 of 3:
BERMUDA TRIANGULATION
4–6th Grade. 30 minutes. Classroom setting.
Students answer the question “Is the
Bermuda Triangle Real?” The answer is
found by locating the “Bermuda Triangle”
and then plotting 200 years of notable
crashes on a world map.
Each crash features additional information
used to compare and contrast how
transportation modes, routes, and
technology has changed. The activity
closes by using empirical data to “bust” this
pseudo-scientific claim.
OBJECTIVES
Materials
Students will be able to:
“The Bermuda Triangle” Lab packet/data sets,
including:
•
Gather and interpret data from a graph.
•
Locate longitude and latitude coordinates on
a map.
•
Critical Thinking: Apply historical data to the
Bermuda Triangle legend and evaluate its
feasibility with processed data.
CA 4th Grade Science Standards
6a.
Differentiate observation from inference
(interpretation) and know scientists’
explanations come partly from what they
observe and partly from how they interpret
their observations.
6f. Follow a set of written instructions for a
scientific investigation.
• Craft Disappearances and Crashes: page 8
• “Mythbusters” student Introduction page:
page 10
• Maps of both hemispheres:
www.eduplace.com/ss/maps/world.html
VOCABULARY
Global Positioning System, GPS: Satellites that
track electronic devices using longitude and
latitude.
Longitude: The North/South lines creating the
global positioning grid.
Latitude: The West/East lines creating the global
positioning grid.
Bermuda Triangle: The section of Atlantic Ocean
that legend claims to be prone to boat and plane
crashes.
5
TRANSPORTATION LOCATION
Procedure
Prepare presentation and projector.
Activity:
BERMUDA TRIANGULATION
Northern Hemisphere
1. Introduce yourself as an instructor for the
Teens Go Green program.
• Briefly highlight your relevant background
and experience.
165°E
15°N
W
5°
13
13
5°
W
15
PACIFIC
OCEAN
0°W
15
• Teens Go Green is the Middle/High School
program for Safe Routes to Schools (SR2S).
0°E
165°W
180°
30°N
45°N
LEGEND
12
0°E
National boundary
0°W
SR2S teaches classes in over 50 Marin schools
K thru 12.
12
60°N
105°W
105°E
75°N
NORTH
AMERICA
ASIA
90°W
90°E
75°E
75°W
60
°W
°E
60
ATLANTIC
OCEAN
INDIAN
OCEAN
EUROPE
• Thank the class/teacher for having you
as a guest.
45
°E
45
°W
SOUTH
AMERICA
15°W
30
°E
°W
30
15°E
0°
SR2S is a program of Transportation Authority
of Marin.
AFRICA
• Briefly overview the rest of the lesson.
Southern Hemisphere
2. Who has heard of the Bermuda Triangle?
Call upon a few students to explain.
AFRICA
30°S
°W
30
• The triangle is a real place between 3 places
(Bermuda, Miami, Puerto Rico).
30
°E
15°W
0°
15°E
15°S
°W
45
SOUTH
AMERICA
ATLANTIC 45°S
OCEAN
°E
45
60
°E
60
°W
60°S
75°W
ANTARCTICA
90°W
INDIAN
OCEAN
75°E
75°S
90°E
105°E
105°W
PACIFIC
OCEAN
12
0°E
0°W
12
3. Distribute materials.
Partner if supplies are limited.
E
5°
13
LEGEND
W
5°
AUSTRALIA
National boundary
0°E
15
165°W
180°
165°E
15
0°W
13
ASIA
• Do you think that the fabled Bermuda Triangle
causes crashes?
• World maps (north and south hemisphere)
• Student work-sheets
• Table of crash locations
6
4. Using the students’ work-sheet as a guide,
have students locate and draw on the map:
The Bermuda Triangle
Locations of various crashes
• Does technology ensure safety?
(The Luddite argument.)
Note Graphing Luddite: Students may have
small variations depending on what Luddite
Level they assigned each form of transportation.
The trend should be that the more complicated
the technology the more potential there is for
fatalities, both in absolute number and in scale.
Another point of discussion should be that this is
simply a conclusion gathered from the data they
have at hand. There may be other factors at play,
different data set, or methods of processing the
data. The conclusion may not reveal a definitive
answer to the question of safety.
• Observation and inference: Can we know for
certain the Triangle doesn’t exist?
5. Conclude the lesson by reviewing the key
objectives.
• Using longitude and latitude we found the
location of the triangle and crashes.
• Based upon these crashes, the Bermuda Triangle
is “Busted.”
• Does technology always imply safety in
transportation?
TRANSPORTATION LOCATION
Activity:
BERMUDA TRIANGULATION
Resources
SS ARTIC: Steamer
http://maritime-connector.com/the-mysteriousship-disappearances/
Mary Celeste: Brigantine Sailboat
http://en.wikipedia.org/wiki/Mary_
Celeste#Discovery
U-701: German U-boat
http://www.divehatteras.com/U-701.html
I-14: Japanese submarine/aircraft carrier
http://www.physorg.com/news177340861.html
USS Thresher- Nuclear powered US Sub
http://en.wikipedia.org/wiki/USS_Thresher_(SSN593)
Flight 19:
http://en.wikipedia.org/wiki/Flight_19
Pilatre de Rozier
http://en.wikipedia.org/wiki/JeanFran%C3%A7ois_Pil%C3%A2tre_de_Rozier
Free Life
http://en.wikipedia.org/wiki/The_Free_Life
Air France 447:
http://en.wikipedia.org/wiki/Air_France_Flight_447
Amelia Earhart:
http://www.ameliaearhart.com/about/bio.html
7
TRANSPORTATION LOCATION
CRAFT Disappearances/
Crashes
Pilatre de Rozier/ Roziere balloon:
Pilatre was a French aviator, and one of the first
casualties of the new hot-air balloons. His craft
was actually two balloons, one filled with hot
air, the other with volatile Hydrogen gas. The
hydrogen balloon exploded in mid-flight, causing
him to crash into the ocean.
SS Arctic, 1854
The SS Arctic sank September 27, 1854, after
colliding French steamer SS Vesta in the fog.
The captain of the Arctic thought it would be
safer to leave the site and steam toward land.
The captain of the SS Vesta was upset that the
Arctic had left and not helped them. The French
vessel started to sink. The passengers and crew
threw everything in the boat into the water, and
the French vessel started to float.
When the French vessel reached land, they
learned that the Arctic did not make it back.
[Continued on next page]
Name
Year of
Type of vessel
Disappearance
Latitude
Longitude Luddite
Level
Number of
Passengers
Number of
fatalities
Pilatre de Rozier/
Roziere balloon
1785
Hot-Air Balloon
50.5 N
1.7 W
2
2
SS Arctic
1854
Steamer
47.8
50.7 W
393
332
Mary Celeste
1872
Sail ship
(brigantine)
38.5 N
17.3 W
10
10 presumed
dead, never
found
Amelia Earhart/
Electra
1937
Plane
6S
176.5 E
2
2 presumed
dead
U-701
1942
German
Submarine
35.5 N
75.4 S
43
36
Flight 19
1945
Navy Aircraft
29 N
79 W
27
27
I-14
1946
Japanese Sub/
Aircraft Carrier
21.2 N
158 W
20
0
USS Thresher
1963
US Nuclear Sub
41.7 N
61 W
129
129
Free Life
1970
Hot-Air Balloon
54 N
56 W
3
3
Air France 447
2009
Commercial
Airliner
3N
30.5W
228
228
K-141-Kursk
2000
Russian Nuclear
Sub
74 N
33 E
118
118
Winged Bicycle
1921
Bicycle
39 N
90 W
1
0
Safety Bicycle
1892
Bicycle
40 N
40 E
2
1
Kalindi/
Purushottam
Express
1995
Passenger Train
27 N
78.5
2200
358
Titanic
1912
Cruise Ship
42 N
50.5 W
2227
1522
8
Percentage
of fatalities
TRANSPORTATION LOCATION
Flight 19:
CRAFT Disappearances/
Crashes
Mary Celeste:
The Mary Celeste was discovered on December
4, 1872, in the Atlantic Ocean. It was floating,
apparently abandoned –except for one lifeboatdespite the fact that the weather was fine and
the Mary Celeste was in excellent condition.
She had over six months’ worth of food and
water on board, and her cargo was virtually
untouched- all of the personal belongings
of passengers and crew were still in place,
including valuables. The crew was never seen or
heard from again. Their disappearance is often
cited as the greatest maritime mystery of all
time.
Amelia Earhart and the Electra:
In an attempt to become the first pilot to
circumnavigate the globe, Amelia Earhart and
Fred Noonan disappeared with less than 7,000
miles to go over Howland Island.
No evidence of the Electra was ever found.
U-701(German U-boat):
One of many German submarines dispatched
to do battle on the East Coast of the US, this
was sunk by depth charges from an American
bomber. Of the 43 German sailors who escaped
the craft, only 7 survived the two days in the
ocean waiting for rescue.
Five Navy Avenger aircraft were on a routine
training mission above the Atlantic when radio
communications stopped- they were never heard
from again. A rescue airplane dispatched to find
them also never came back. These disappearances
fueled the Bermuda Triangle legend much more
than any other.
Winged Bicycle
This stock footage is isn’t sourced- it simply shows
one of the early failures of attempted heavier than
air flight. The pilot- who ends up on fire near the
end- was a rather remarkable choice, as he seems
a bit heavier than most. The video is believed to be
from the early 1921.
I-14 (Japanese Submarine):
This high-tech Japanese Submarine could carry
two aircraft when submerged. It is widely believed
the US intentionally sunk these in order to prevent
the technology from getting in the hands of the
Germans.
Safety Bicycle:
In 1894, Frank Lenz was completing the first
‘around the world’ tour on the first ‘safety’
bicycle- a bicycle with pneumatic tires. He was
a correspondent for “Outing” magazine. He
disappeared and was never heard from again.
Shortly after, Outing magazine sent William
Sachtleben- another giant of the cycling sport- to
go find out what happened.
USS Thresher:
One of the first Nuclear powered submarines, this
ship imploded about a half-mile under the sea,
and is the reason that many more safety measures
were implemented by the US Navy afterward.
Free Life:
Attempting to cross the Atlantic Ocean, this
balloon hit a storm on day 2. The radioed that they
were ditching the craft and requested a searchand-rescue team, but they were never found.
Air France 447:
This commercial airliner disappearance- called
the worst in French Aviation history- is significant
because of the shroud of mystery surrounding it.
Having happened so recently, is was astounding
that the plane vanished with absolutely no
warning- no distress call, indication of troublenothing.
9
Kalindi/Purushottam Express:
The accident happened in the Indian state of
Uttar Pradesh; both trains were bound for the
Indian capital, Delhi. The first train, the “Kalindi
Express” from Kanpur struck a cow but was unable
to proceed as its brakes were damaged. It was
then struck from behind at a speed of 70 mph by
the Purushottam Express. Three carriages of the
Kanpur express were destroyed; the engine and
front two carriages of the Puri train were derailed.
Most of the 2200 passengers aboard the two
trains were asleep at the time of the accident.
TRANSPORTATION LOCATION
MYTHBUSTERS
Name:Date
MYTH #1: The Bermuda TriangleFact or Fiction?
MYTH #2: High-tech/more machinery
= less dangerous
Land of the Lost. The Devil’s Triangle.
The Twillight Zone. The Port of Missing Ships.
The Hoodoo Sea.
All kinds of paranormal activities have been
reported to take place in this triangular slice
of the Atlantic Ocean. Planes are said to loose
power and become uncontrollable, compasses
spin wildly, The sky has been reported to glow
white and thick- Christopher Columbus even
wrote about the strange phenomena he witness
from on board the deck of the Santa Maria.
Still, the stuff of legend often turns out to be just
that- legend. Half-truths dressed up in fantastic
narrative. The questions we want to pose are
these:
Question 1: Is the Triangle Real?
We do know of many Historical disappearances. We can chart them out and see how close they come into
the proximity of the Triangle, and with what sort of frequency. First, we need to know where the triangle is.
The three points of the Triangle are at these coordinates:
1) 25.5 N, 80 W
2) 32 N, 65 W
3) 18N, 65 W
Using this information, draw the Bermuda Triangle on your map of the Northern hemisphere.
From here, we have a list of ship/plane/balloon wreck from the last few centuries. Plot and label them on
both maps, and answer the following question:
Based upon the data you have plotted, would you say the Bermuda Triangle is real?
Why or Why not? Explain:
1. Is the Bermuda Triangle real? If it is, what
might be the causes of wrecks, and would
they affect all types of transportation
equally?
2. Does the type of transportation matter? If
something is more high-tech (and usually
less “green”) does that mean that it is safer?
3. How can we represent data that might help
us learn something?
10
TRANSPORTATION LOCATION
MYTHBUSTERS cont.
Questions 2 and 3: The Luddite Level
We want to know if the type of transportation
matters, both in terms of it’s Carbon footprint
and of it’s design complexity. Fortunately, the
two tend to be interlinked. To understand this,
we need to know what a Luddite is, and take
a look at some modern-day Luddites, like the
Amish and the Mennonites.
The Luddites were members of a movement in
early 19th century England that opposed the use
of unskilled labor in factories, particularly with
Loom machines. Today, a ‘Luddite’ is someone
who opposes the use of what they consider
‘unnecessary technology.’ In the past, it had
a twinge of negative connotation to it, but
lately it has gained popularity as local/simple/
ecological ways of living are being embraced.
We are going to assign a “Luddite Level” (1-5)
to each of the various forms of transportation in
our lab. We will then calculate how dangerous
each transportation method is by both total
fatalities and percentage of fatalities in all the
wrecks.
Luddite Level:
1. No or very low Carbon Footprint, simple machine design (no or very little CO2 produced).
Example: Sailing ship
2. Simple design, perhaps one motor used.
Example: Steamboat
3. More complex design, more than one physical factor to overcome.
Example: Motorized planes
4. Increasingly complex design, much higher Carbon footprint.
Example: Submarines
5. Very complex design, very high Carbon footprint or potential for disastrous environmental impact.
Example: Nuclear submarines, commercial airliners, jet planes, cruise ships.
Assign each one of the wrecks a ‘Luddite Level.”
As well, using the total # of passengers and the # of fatalities,
calculate a “% of fatalities” figure for each wreck, using the following equation:
Number of fatalities: Total passengers x 100 = % fatalities
Do this for each wreck.
Graphing:
Put together two graphs. Both graphs will have the Luddite Levels across the X axis (1-5).
Graph one should be simply the total # of fatalities in each category.
Graph two should be the AVERAGE of all the “% fatalities” in each category.
11
TRANSPORTATION LOCATION
TRANSPORTATION
LOCATION Unit
OBJECTIVES
Procedure
Students will be able to:
Global Positioning System or “GPS” is standard
on smart-phones and many other devices.
Maintained by the US Government, GPS uses
satellites in orbit to locate your latitude and
longitude anywhere on the planet where your
signal is unobstructed.
Lesson 3 of 3:
Field-Trip: GeoCaching
5–12th Grade. 30-60 minutes. Outdoor setting.
Utilizing the easy access to GPS (found on every
smart-phone) we use the geosynchronous
orbiting satellites to participate in a global
treasure hunt. Bike or walk to specific local
longitude and latitude points to find GeoCache
treasures!
•
Use coordinates in conjunction with GPS to
find Geo-Caches.
•
Work with classmates in cooperative
problem solving.
•
Participate in physical activity, active
transportation!
Materials
• Smart phone(s) with Geocaching “App.”
• Signed permission/waivers for off-campus
field trip.
Biking Trip:
• Extra bikes and helmets for a dozen students.
• Bike tools (patches, pump, metric hex &
adjustable wrenches, band-aids)
Optional
• Computers with internet access
• Additional hand-held GPS devices:
Garmins, Ipads, others
12
In Geo-Caching registered users around the world
leave small hidden treasure boxes in public places.
Using GPS coordinates, smart phones locate the
object on a map. Once at the location a hint helps
you find the object (GPS is only precise to a few
feet). Often the treasure is cleverly disguised
or hidden, such as a fake rock beside the trail or
a magnet under a metal bench. Inside the box
is a scroll to sign and often a trinket or token to
exchange.
A simple GeoCache primer can be watched here:
http://youtu.be/-4VFeYZTTYs, or see “Organizing
a GeoCache” on page 11.
TRANSPORTATION LOCATION
Procedure cont.
Requirements to be completed
prior to the field trip:
Activity:
Field-Trip: GeoCaching
• Completed one of the previous Transportation
Location Activities
• Off-campus permission and/or waivers
• Geo-Cache Application for smart phone
(multiple versions available)
• Nearby Geo-Caches to find (you can make your
own if none are available)
• Map out a suitable route, noting caches and
space to gather.
• Test run the “App” and find the caches to ensure
they exist.
1. Introduce yourself as an instructor for the
Teens Go Green program.
• Briefly highlight your relevant background
and experience.
• Teens Go Green is the Middle/High School
program for Safe Routes to Schools (SR2S).
SR2S teaches classes in over 50 Marin schools
K thru 12.
SR2S is a program of Transportation Authority
of Marin.
• Thank the class/teacher for having you
as a guest.
• Briefly overview the field trip.
2. If biking, every student must pass the Bike and
Helmet Check before riding.
• Helmets must be properly adjusted.
For biking:
• Students bring bikes and helmets.
(We can supply a dozen extras.)
Chin strap snug
• Bike tools: pump, patches, spare tube, hex keys
(allen wrenches), band-aids, and adjustable
crescent wrench
Shake test (should not fall off when head
shakes)
Level on head
• Bikes must pass the ABC check. Students raise
hands if needing assistance.
“A” is for “air”. Squeeze tires, they should not be
“squishy”.
“B” is for “brakes”. Squeeze the brakes, they
should stop the wheel.
“C” is for “check”. Make a final decision, does
the bike work?
13
TRANSPORTATION LOCATION
Procedure cont.
3. Setting Expectations. Despite being offcampus, school rules still apply.
Activity:
Field-Trip: GeoCaching
• Rules for Bike Field-Trip. You Must:
Obey traffic laws (stop signs, right side of road).
Ride exactly where the lead instructor rides.
Pay attention, watch out for others, “heads-up.”
Leave a “bubble” of space between bikes, do not
ride close to anything.
Stay with your group, notify an instructor if you
need assistance.
• Rules for Walking Field-Trip. You Must:
Stay on the sidewalk until directed otherwise.
Watch out for cars or other pedestrians, “heads-up.”
Stay with your group, notify an instructor if you
need assistance.
5. Find the GeoCache Treasures. Walk bikes
while leaving or entering the school campus.
• Arriving at the destination, find a suitable place
to gather.
• Set the boundaries of where students are
allowed to look.
• Using the App, read the name, size, and
location/hint regarding the Cache.
Try to show a few students the map view.
• If needed, after a few minutes start to give hints
such as “hot or cold.”
• Upon finding the Cache, gather the students to
open the “treasure box” and sign.
• Quickly replace the Cache (keep a look-out for
the next arriving group).
4. Organize the hunt. Small groups work best to
find a single Cache.
6. Conclusion: When returning to school have the
students gather one more time.
• Break into small groups (12 or less).
• Walk bikes on campus. Return borrowed
helmets and bikes.
Each group needs at least one instructor to lead
with the GeoCache App.
Separate and stage the groups in an open area.
• Stagger the groups 8 minutes apart to avoid
conflicting hunts.
Groups should always remain distinct, never
gathering together.
The previous group must replace the Cache
before the next group arrives.
14
• Either debrief each group individually or wait for
whole group.
• GeoCaching uses GPS satelites to find exact
latitude and longitude.
• Maps are increasingly being used on electronic
GPS devices.
TRANSPORTATION LOCATION
Procedure cont.
Advanced Concepts of GeoCaching-GPS
1. Geosynchronous Orbit of satellites
• Food for thought:
Activity:
Field-Trip: GeoCaching
How did people use maps before GPS?
Besides treasure hunting, how else
can we use GPS?
Should people still learn how to read a
paper map, or just GPS?
2. Using Google Earth and Google Map
applications to create maps
3. Finer latitude/longitude distinctions
(minutes, seconds, etc.)
4. Cardinal directions and conversion from
English units to Metric units
Organizing a GeoCache
5. Triangulation
Most likely you have a GeoCache nearby your
school. This section will explain how to locate a
Cache and create your own Cache.
English Language Learners
The app will guide you through the first few steps.
The home screen should have an option to “Find
Nearby Geo-Caches.” Based upon your location,
a number of Caches should appear. Relocate the
map to your desired location and search to “Find
Caches Here”. If no Caches appear try zooming
out.
If no suitable GeoCache is found you can create
a Cache yourself. This requires registering.
Instructions for creating a Cache can be found at:
www.geocaching.com/about/hiding.aspx
Adapt this lesson for English learners by
previewing the key vocabulary prior to the lesson
with picture cards.
Resources
You can see an example of a Google/Geo-cache
map we created for a Safe Routes to School Field
trip here.
More on geocaching/main site:
http://www.geocaching.com/
Geosynchronous orbit:
http://www.centennialofflight.gov/essay/
Dictionary/GEO_ORBIT/DI146.htm
Triangulation:
http://www.qrg.northwestern.edu/projects/vss/
docs/navigation/1-what-is-triangulation.html
15