Grade 7 Statistical Bias

ICT Integrated Lesson Plan

Author	Mary Veinotte
Title	GPS and Introduction to Geocaching
Grade Level	7,8,9
Subject Area	Physical Education
Overview of unit/lessons/activities (assumptions of prior knowledge/learning)	During this activity students learn how to mark waypoints and determine their latitude and longitude. The students also learn how to use the GO TO command to find a waypoint and receive a treasure as a reward.
Correlations to ICT and curriculum outcomes	ICT Outcomes BOC 9.1 (Relates to 6.1) operate a wide variety of school media, computer, and other educationally appropriate equipment for learning, communication, and the representation of their learning, independently and safely with teacher supervision BOC 9.3 (relates to 6.3)demonstrate comfort with keyboarding and manipulation of computer input and peripheral devices as they work SEHI 9.1 (relates to 6.1, 6.2, 6.3) demonstrate understanding of the nature of technology and its impacts on different societies and environments; using technology, in local and global contexts, with due regard for the legal and human rights of others RPSD 9.2 (relates to 6.1, 6.2) create and use electronic charts, maps, tables, graphs, spreadsheets, and databases to collect, analyse and display data independently Specific Curriculum Outcomes Active Living Grade 7 Participate in activities that enhance cardiovascular fitness, muscular strength, endurance, and flexibility Grade 8 Participate in activities that enhance cardiovascular fitness, muscular strength, endurance, and flexibility Grade 9 Participate in activities that enhance cardiovascular fitness, muscular strength, endurance, and flexibility Outdoor Activities Grade 7 Know and practice safety procedures and routines in a variety of outdoor activities Know and understand the concept of reading a map Participate in at least one-land based and one water-based seasonal activity that practices environmental safety Grade 8 Practice the sport of orienteering in a controlled environment Know and understand the concept of reading a map Participate in activities or games that demonstrate sensitivity towards the environment Participate in at least one-land based and one water-based seasonal activity that practices environmental safety Grade 9 Create a map and design an orienteering course on your school grounds or in a local park Know and practice safety procedures and routines in a variety of outdoor activities. Participate in at least one-land based and one water-based seasonal activity that practices environmental safety
Projected timeline for preparation and for carrying out activities	2-3 classes depending on fluency of students with navigational gps equipment.
Equipment Requirements: (computers, software, etc)	GPS receivers - 1 per group of 2-3 students Containers (plastic eggs, boxes, black film canisters, etc.) for each group Treasures for each container (small toys, erasers, stickers, etc.) Copies of student worksheet Pen or pencils Computer with Mapmaker software (www.mapmaker.com)
Teaching materials provided (Blacklines, worksheets, templates, teacher materials)	Student Worksheet
Resources available for teacher/student use (websites, references, etc)	http://www.geocaching.com/ http://www.orienteering.org/i3/index.php?/iof2006 http://www.geocacher-u.com/ http://www.mapmaker.com/
Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles)	Assign numbers to each of the receivers as well as the containers they will hide. Prepare for the challenge by stashing treasures in each of the containers. Be sure to provide enough so each person in the group will have a treasure to keep. You will also need to turn on the GPS receivers and allow time for them to pick up the satellite signals. Give each group a receiver, a container with the treasures, and a worksheet. Make sure the numbers on the receivers and containers match. Go over the directions in Part 1 on the student worksheet and specify the area(s) where the students can roam to find hiding spots as well as the location that will be considered home base. Allow time for the students to hide their treasures and complete the information on the worksheet. Students need to return to the home base when they are done. When all group have returned, pass out the receivers and the "Can you find our treasure?" slips. Go over the directions in Part 2 on the student worksheet and allow time for the groups to find their treasures. Remind the groups that they must find the treasure with the same number as their receiver. After all the groups have returned from treasure hunting, discuss any difficulties the teams had finding the treasures.
Student products expected	Completed worksheet
Samples (include teacher notes, assessment information, student work if available)
Logistics (organization, grouping, management issues, access to technology)	For GPS equipment contact: St. Mary's University Halifax Regional School Board NS Department of Natural Resources
Assessment information (e.g., rubrics for products and/or process)
Possible extensions	Students can utilize mapmaking (ex. mapmaker) software to create maps of their neighborhood, school grounds etc. these maps can be used to create orienteering courses for the students to follow. Students can discuss GPS and GIS and how that has taken over from the use of the compass and older navigational techniques.