Geocaching For Schools

Month: May 2017

  • Leaf Our Trees Alone!

    Leaf Our Trees Alone!

    The ‘LOTA’ geocache was placed in a location that had recently undergone tree felling. The aim of the outdoor activities in the cache was to guide learners to think about how this particular tree felling event will affect the local wildlife, specifically mallard ducks, at the loch and making this geocache place-specific. The geocache location was just north of the boat house along the paths near the shore.

    Screen Shot 2017-05-04 at 13.01.43

    *This geocache is temporary waymarked and will therefore not be available on geocaching.com

     

    Learning Objectives

    Screen Shot 2017-05-04 at 13.01.50

    This geocache aims to inform pupils about the effects of tree felling on the local environment and wildlife.  This should lead them to question what they can do to prevent these negative effects and make them aware of the consequences, and conscious of the need for local and global sustainability.

     

    What to Do

    The activities were specifically designed to engage the pupils with the recent felling event that occurred on that site, inviting them to investigate scientific concepts such as what do organisms need to survive and what effect does this tree felling have on local and global species.

    Both the pupils and the teacher/leader are given a guide. This encourages questioning to promote a deeper understanding of the geocaches scientific concepts and promotes higher order thinking.

    Activity One: Spot the Difference

    The first activity encourages the pupils to focus on this specific location and identify what has changed between the photograph in the past and the present. The pupils are encouraged to find and search for changes in the site, circling changes on their photo for their distinct location.

     

    Screen Shot 2017-05-04 at 13.01.58

    Regrouping, pupils were encouraged to discuss what they had discovered. This highlighted the trees and hedges had been removed and learners were encouraged to think of reasons for this.

     

    Activity Two: Mallard Duck

    After a quick investigation into what a mallard duck needs to live, using the fact file, the pupils identified that it was important for a duck to build a nest that is sheltered by trees and near the water for food. In groups, pupils will be encouraged to roleplay being ducks and find a suitable spot for a nest that meets all their requirements to survive. Learners witnessed that ducks would find it difficult to nest in cleared areas.

     

    Screen Shot 2017-05-04 at 13.02.27

    The pupils then discussed the possible effects that the tree felling will have on the other wildlife on campus and humans. These ideas can then be developed to think about what this will mean for the sustainability of the duck and other effected species on a global scale and they developed a sound understanding for the importance of the vegetation.

    Extensions – we included other activities for back in class.

     

     

    Links to Curriculum for Excellence Experience & Outcomes

    Through carrying out practical activities and investigations, I can show how plants have benefited society. 

    SCN 2-02b

    I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally- responsible way. 

    SOC 2-08a

    Through carrying out practical activities and investigations, I can show how plants have benefited society.

    SCN 2-02b

    I have collaborated on investigations into the process of photosynthesis and I can demonstrate my understanding of why plants are vital to sustaining life on Earth.

    SCN 3-02a

    Screen Shot 2017-05-04 at 13.02.11

    By Ruth Wilson & Jodie Lang   (3rd Yr University of Stirling – Primary Education),  Stephen Wilson  (3rd Yr Heritage BA)

    This geocache was a temporary way-marked cache – it will not be available on geocaching.com

    Thanks to Ms Westmoreland and all the pupils from Cowie Primary School who came along to help us trial these. We had a great day with you all.

  • Wild Woods – Geocache

    Wild Woods Geocache

         Screen Shot 2017-05-04 at 12.53.39

     

    ‘Wild Woods’ was a temporary waymarked geocache designed for primary school children working at second level of the Curriculum for Excellence. The             Experiences and Outcomes covered by this geocache are: SCN 2-01a, LIT2-02a, MNU 2-20a and HWB 2-17a. This geocache was designed to stimulate independent learning and active discussion whilst introducing the environmental science concept of biodiversity. The geocache focused on comparing managed and unmanaged woodland.

     

    Screen Shot 2017-05-04 at 12.54.43

    The geocache was placed beside an opening in the university’s west boundary wall which allows access to the Hermitage Woods. From this point both the managed and unmanaged woodlands were observable and accessible which ensured the delivery of the activities found in the geocache were place responsive. This place was an easily accessible location and terrain so ensured full inclusivity of all children. There is a good variety of wildlife at either side of the wall that clearly shows the differences in biodiversity between the Hermitage Woods and the University grounds. The geocache was a waterproof folder that contained an instruction sheet, activity sheets, whiteboard markers and a whistle.

     

    Screen Shot 2017-05-04 at 12.54.11 .

     

    Firstly, the children were encouraged to observe and then discuss the differences between the two sides of the wall and the two different types of woodland. This introduced them to the terminology of managed and unmanaged woodland. Following this the children completed the Wild Woods activiScreen Shot 2017-05-04 at 12.54.29ty sheet. The activity sheet consisted of 9 different things which may or may not be observed at either side of the wall, using location specific photographs as a visual prompt and to cater for all levels of ability. Ten points were allocated for each of the nine things which were observable. The children chose a partner to work with and were then allocated 10 minutes for each side of the wall to complete this task. After completion, the children reconvened, calculated, compared and discussed their totals for side A and side B. They were then introduced to the structural layers of a healthy woodland and how this is important to ensure supporting a greater variety of species. From this the wider of concept of the importance of biodiversity was introduced and discussed. Children then compared the scores from the activity sheet which allowed them to come to their own conclusion about which side had the greater biodiversity.  By enhancing their knowledge of woodland management and therefore the environmental impact of human activity on biodiversity, this encouraged the awareness and development of more sustainable lifestyles.

     

     

     

    Screen Shot 2017-05-04 at 12.53.54

    The children found that the geocache and activity challenged their assumptions of which woodland would reflect the most biodiversity. The activity introduced children to key environmental science concepts and terminology that can be used to develop their scientific ideas. The activity also provided transferable skills that the children can use within and out of the classroom. This geocache was effective as it helped children develop many skills. There were opportunities for group
    discussion, partner work and individual working all within this short activity. The children also developed their observational skills and data handling which are particularly significant skills to have.

     

    By Beth Alexander, Amy Smyth . (3rd Yr University of Stirling – Primary Education), Kerry Campbell (3rd Yr Heritage BA).

    This geocache was a temporary way-marked cache – it will not be available on geocaching.com

    Thanks to Ms Westmoreland and all the pupils from Cowie Primary School who came along to help us trial these. We had a great day with you all.

  • I’m Stumped! How do I estimate the age of a tree?

    The ‘I’m Stumped!’ geocache was hidden within a wooded area in the far North-West corner of the University of Stirling campus, indicated below.


    Screen Shot 2017-05-04 at 12.43.26

     

    This site was chosen as clear linkages exist between location and planned learning.   The scientific concepts being taught were how to use dendrochronology or tree girth to approximate the age of a tree, giving appreciation of how long a tree you are looking at took to grow.   Planned extensions to this idea discussed factors influencing tree growth, and trees as a valuable resource.  Links were made between trees and climate change.  Using an enquiry based approach, the geocache concluded with discussions about how the children and their families could make changes in their lives to help protect the ozone layer and limit climate change.

    CACHE CONTENTS

    The cache contained questions and activities for the pupils, supported by teacher notes.  The box held resources for completion of collaborative tasks and discussions.  Differentiated tasks were included in the teacher notes. Photographs were taken to provide prompts for pupils to recall and develop their learning back at school.

     Screen Shot 2017-05-04 at 12.43.48

    ACTIVITY WALKTHROUGH

    Upon finding the cache pupils were encouraged to step back and allow others to discover it for themselves.  The cache was opened once everyone had located it.

     

    The pupils followed the instructions, reading out each card in turn:

     Screen Shot 2017-05-04 at 12.44.13

     

    Screen Shot 2017-05-04 at 12.44.02

    Task 1

    Pupils examined tree stumps of their choice and were supported to count the tree rings as a representation of approximate years of growth.

    Screen Shot 2017-05-04 at 12.44.29

     

    Task 2

    Children were asked to consider how to estimate the age of a standing tree.  Links were made to the buildup of tree rings and the girth of the tree.  A teacher worked with pupils to demonstrate how to measure the circumference of the tree trunk.  Pupils then worked in pairs independently, within set boundaries in the woodland, and used their measurements to estimate the age of trees.  The group then assembled to discuss their findings.

     

    Screen Shot 2017-05-04 at 12.44.38 

    Task 3

    Teachers then asked the group why tree rings might differ in width.  Through discussing what a tree needed to grow, the children realized how climate can influence tree growth, and they make connections to the hole in the ozone layer and global warming.  The group was led into a discussion about sustainability, then encouraged to consider how they might live in a more sustainable way.

    CURRICULUM LINKS            

    Some examples of Experiences and Outcomes met by the activities:

    • I can use my knowledge of the sizes of familiar objects or places to assist me when making an estimate of measure MNU 2-11a
    • I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally responsible way SOC 2-08a
    • I have contributed to discussions of current scientific news items to help develop my awareness of science SCN 1-20a

     

    Authors:  Jess Barnes, Carolynn Bell, Danielle McGinigal .  (3rd Yr University of Stirling – Primary Education)

    *   This geocache was a temporary way-marked cache – it will not be available on geocaching.com

    Thanks to Ms Westmoreland and all the pupils from Cowie Primary School who came along to help us trial these

  • Life in the Litter

    Life in the Litter:

    Screen Shot 2017-05-04 at 12.32.38

    ‘Life in the Litter’ was a temporarily waymarked geocache located in a woodland, close to the Stirling University entrance. The aim of our geocache was to facilitate the teaching and improve the learners understanding of the scientific concepts of biodiversity and habitat. The area was covered in leaf litter and as a result of recent tree cutting; there was an abundance of log piles. This was therefore, an appropriate place-responsive location as our cache was hidden within a log pile that would be home to a variety of invertebrates and the children could see a real-life example of how invertebrates can be conserved and encouraged to live in a particular location.

    Screen Shot 2017-05-04 at 12.32.49

    The aspect of science that our geocache aimed to explore was biodiversity and habitat. The cache sought to provide an opportunity for the learners to actively engage with this scientific concept through an invertebrate survey. The children used a branched key to identify and classify the invertebrates discovered in the leaf litter and log piles, before recording their findings in a survey. These experiential learning opportunities ensured that there was a high-level of engagement, motivation and challenge within the task. The nature of the geocache activity allowed the children to increase their depth of knowledge in the scientific concepts. This was achieved by allowing the learners to explore the issues of biodiversity and habitat for themselves, which enabled them to reach higher levels of knowledge and understanding. The main link of this learning to the Curriculum for Excellence experiences and outcomes is to SCN 2-01a: I can identify and classify examples of living things, past and present, to help me appreciate their diversity. The activity also ties in with the new benchmarks for science through the use of branched keys, classification and habitat rationale.

    Screen Shot 2017-05-04 at 12.32.57

    The final aspect of this geocache addressed ‘Learning for Sustainability’. The children were asked the question ‘Why do we need invertebrates?’ This began a discussion that purposefully encouraged learners to consider the importance of invertebrates and the benefits they provide us with. The children were then asked ‘How could you encourage more invertebrates to live in your local area’, which combined with the geocache location, facilitated a conversation about ways they could conserve invertebrate species and promote their numbers in their local area, whether that be at home or in their school grounds, e.g. bug hotels, log piles.

     

    Screen Shot 2017-05-04 at 12.33.05

    The sustainable aspect of this geocache is one that could be further explored in future outdoor lessons or back in the classroom to help the children achieve the experience and outcome SCN 2-02a in Curriculum for Excellence (Scotland): I have contributed to the design or conservation of a wildlife area, as the learners could design and build their own habitats to increase the invertebrate population of their local environment. Additionally, the geocache offered a variety of interdisciplinary opportunities, for example the incorporation of a survey allowed the children’s numeracy skills to be developed and the sustainability discussions that arose allowed for exploration within the social studies curriculum.

     

    TEmporary Geocache (Waymarked only) .  by .   Nadine Daly and Holly Ramage