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Earthworks
Earth System Science for Secondary Teachers
Jennifer Andrews (Earthworks 2004)
JLA3C@yahoo.com
A Modern Twist on a Scavenger Hunt
Grade Level and Content Area: 9th Grade Earth Science
Time:30 minutes materials introduction/instruction, 90 minutes field work
Link to Science Standards:
Virginia Standards of Learning
ES.1 The student will plan and conduct investigations in which volume, area, mass, elapsed time, direction, temperature, pressure, distance, density, and changes in elevation/depth are calculated utilizing the most appropriate tools; technologies, including computers, are used to collect, analyze, and report data and to demonstrate concepts and simulate experimental conditions; a scientific viewpoint is constructed and defended.
S.2 The student will demonstrate scientific reasoning and logic by recognizing that evidence is required to evaluate hypotheses and explanations; explaining that observation and logic are essential for reaching a conclusion; ES.3 The student will investigate and understand how to read and interpret maps, globes, models, charts, and imagery. Key concepts include maps (bathymetric, geologic, topographic, and weather) and star charts; imagery (aerial photography and satellite images); direction and distance measurements on any map or globe; and location by latitude and longitude and topographic profiles. New Earth Science Standards (unnumbered, 2004): Students will be familiar with the use of and understand how a GPS unit works to locate their position on Earth.
Background Needs: In order to complete this activity, students will need to be familiar with the use of GPS (Global Positioning Satellite) equipment, as well as understand how a GPS works to find a position on earth (tri-lateration). To introduce these needs, students will review the use of triangulation (used to find the epicenter of an earthquake). Similar to how three stations are needed to find the epicenter of an earthquake, three satellites are needed to find your location on a globe. Students will also need to be familiar with the concept of latitude and longitude, as well as understanding how they are used to locate a point on the Earth.
Learning Objectives: Students will be able to use a GPS unit to determine their latitude and longitude location. Students will be able to use a GPS and pre-marked waypoints to find their way through a scavenger hunt. Students will be able to plot their latitude and longitude locations from the GPS on a map of Loudoun County .
Procedures: Prior to the lesson, students will be familiar with the latitude/longitude system and the basic working of the GPS unit. Teacher will pre-mark waypoints into the GPS unit of various places around the school property. Students will be divided into groups of 3 and given a GPS unit. From various locations on the school property, students will be instructed to go from waypoint to waypoint, picking up a small piece of paper along the way that is part of a map of Loudoun County . Students will be using the "Go To" as well as compass features on the GPS unit to move from point to point. At the end of the scavenger hunt, students in their group will have to assemble their pieces into a map (using the edges with marked latitude/longitude as a guide), and then plot their waypoints onto the map. Students then turn in their completed map as proof of completion.
Assessment: Students' assessment for this activity will be the completed map as well as the positions of their waypoints properly plotted on the map (demonstrating knowledge of latitude and longitude)
Enrichment: Students will develop their own scavenger hunt with unique waypoints, and have other students in their class complete their activity. As a review activity, at each waypoint will be a review question from the mapping unit. There, students will have the opportunity to correctly answer a multiple choice question, each answer leading to a different latitude/longitude point. If the student chooses the correct answer, they will be directed to the next waypoint in the scavenger hunt. If they chose the incorrect answer, they will be led to an incorrect waypoint where there will be a note telling them to return to their previous point (still stored in their unit).
Resources: Enough adult supervision that students could be split into small enough groups to make this a worthwhile event (not too many students on one GPS unit) - administration, teacher aids, parents could be called in to lower the numbers. The local 4-H center has GPS units to check out to schools in their area. United States Geological Service (USGS) located less than 10 miles from school (used to obtain maps of the area and other Loudoun specific resources).
Barriers and Strategies for Overcoming Barriers:
B:Not enough adult supervision to allow students to be in small enough groups to get full use out of GPS units and have meaningful outdoor experiences.
S. Invite administration, parents, and 4-H leaders to come and aid in the activity, allowing for adequate supervision
S. Complete activity on football field outside - teacher can stand in press box to oversee large area of school property at one time.
B. Students not allowed outside for variety of reasons (rabid fox in area, weather, snipers, etc.) S. Recreate activity using compass inside (go 30 meters forward at a heading of NNE)
S. Get permission slip before hand even if not leaving school property
S. Assure administration student's locations can be monitored by viewing GPS tracks. B. No GPS Units
S. Reserve with 4-H center well in advance
S. Contact USGS in Reston to see if they also have available resources.
B. Student behavior is not good enough to be taken outside (classroom management issues).
S. Reward good behavior with a prize at the end of the scavenger hunt
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