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Transcript of GEOCACHING
The Art of
Geocaching is an outdoor recreational activity, in which the participants use a Global Positioning System (GPS) receiver (or other navigational techniques) to hide and seek containers, called "geocaches" or "caches", anywhere in the world.
A typical cache is a small waterproof container containing a logbook where the 'geocacher' enters the date they found it and signs it with their pseudonym. cache must be placed back exactly where the person found it.
Geocaches may be in large containers such as tupperware, ammunition boxes, film containers, or even altoid boxes.
Geocaches may contain items for trading, usually toys or trinkets of little financial value, however be sentimental to a person.
Some geocaches have "stages", and requires a process of puzzle solving, in order to reach the final cache.
Decryption is required for some caches.
Satisfaction guaranteed upon finding geocache!
Relation to Digital Media
Develop a long term interest, try out different style of Geocaching.
unofficial Geocaches applications for mainstream smartphones for free (iPhone, Android, and Windows Phone).
Share experiences and thoughts with friends and Geocaches members from social media.
Facebook fans page:
Education & Skills
Geocaching shares many aspects with benchmarking, trigpointing, orienteering, treasure-hunting, letterboxing, and waymarking.
Students can engage in a new outdoor activity that will bring them to places that they have not been before.
Encourages exploration of local geography
Often times will implicate puzzle solving
Caches come with themes and even stories often times.
Allows for unconventional use of the GPS. Practices using handheld GPS trackers.
Finding/Creating Geocaches exercises creative thinking and flexes our imagination
Examples of some geocaches
Positive feedback from the students.
One group was more interested in creating a geocache, whereas the other group was immediately interested in searching for one nearby.
They wanted to create one, post it on social media to their friends and have their friends try to find it.
No letter grade to assess.
Finding is passing, failure to find is well, failing.
If some students fail, they can always go find another one.
Purpose to engage students to obtain new information, and to consolidate with knowledge obtained.
If students' cache is to be found by people, they will be rewarded some "SPECIAL" gift.
3 Part Activity
Part I: Preparation
Students will visit the official geocaching website and create an account.
From the website to pick a Geocache, that has a theme your relevant interests (Parks and trails are littered with Geocaches)
Choose a location and theme that is fun and appropriate to students.
Approximate the location and see what you need to get there.
Pack all your equipments including gear that is appropriate for the trip. (i.e. GPS, water, boots, extra batteries)
Plan out your trip. Some Geocaches can be difficult to find and take up time.
Get some friends to come with you!
Part II: Searching
Searching for geocaching requires many skills.
Waypoint your starting position in your GPS, so you can find your way back.
Students will work together to solve puzzles.
Navigate across easy-difficult terrain.
Use hints and clues to navigate yourself toward the cache.
Search with patience, and an open mind.
Don't forget to enjoy the nice view along the path.
Part III: Creating
Students will get together to collaborate about a geocache they want to create.
Creating a Geocache incites creativity.
Discuss amongst peers to come up with names, places, themes, and puzzles
Different trinkets added from students.
Log the cache onto the official geocaching website.
Revisions to the Project
In order to segregate the classroom, there can be two methods:
An entire class can seek a cache that is considerably difficult (i.e. 3 or 4)
Students split up into groups of 3-4 people and find a cache that has an easy level of difficulty.
It is also beneficial for students to log their experiences geocaching upon finding. Unrecorded information may soon be overshadowed by subsequent events, and a long delay may sacrifice the rich immediacy of concurrent notes (Briggs).