Dynamite+Dragons

Kerstine Womack Alexis Prada Reflective Narrative

[|CCSS.ELA-LITERACY.W.4.1.B]

Provide reasons that are supported by facts and details.

Our first cache we found at the convocation center. It was hidden in the curve of one of the benches near the steps that lead into the arena. It was a tiny little black cache that had mostly change in it and a piece of paper with signatures on it of people who had found the cache before. This cache was called the Camel Cache and it was kind of hard to find. Next we went to find the cache that was supposedly hidden at the bell tower. We looked everywhere for it, and absolutely could not find it. After looking for what seemed like forever for this cache, we discovered that it had fallen down a drain and was out of reach. The last cache that we found was the cache that was located at Saylor Park. It was in a little box that was hanging on the side of a telephone pole. Inside the cache there was a sheet of paper that had signatures on it of people who had found the cache before, coupons for certain restaurants, and some change. We added a hair tie to the cache’s collections but did not take anything from it. We both thought that this assignment was very engaging and was a good lesson for active learning. We definitely think we will use this in our classrooms in the future. It is a good way for students to be able to learn information while having fun and being active! We both think a lesson like this will be much more beneficial than learning or reading off a power point in class.

__ LESSON PLAN __


 * Title: The Big Hunt Of Abraham Lincoln **
 * Author(s): Alexis Prada & Kerstine Womack**
 * Grade Level(s):** 3rd Grade
 * Brief Summary**: Students will use clues provided by the teacher to go and find the certain caches that located around the school property. These caches will include pictures that describe what Abraham Lincoln contributed to the United States of America. Once the students have found all of the caches and have collected all of the clues, they will decipher what each clue represents and talk about the meaning behind the picture and why it’s important in their groups. Once each group has discussed the contributions, individually each student will write about which contribution they think is the most important.
 * Content Areas:** Social Studies
 * NC SCOS Goals/Objectives:**

3.H.1.2

Analyze the impact of contributions made by diverse

￼

historical figures in local communities and regions over

time.

3.H.1

Understand how events, individuals and ideas have influenced the history of local and regional communities.

3.H.1.1

Explain key historical events that occurred in the local community and regions over time.


 * MATERIALS & PREPARATION:**

GPS Longitude & latitude coordinates Clues (pictures of contributions of Abe Lincoln) Caches Paper Pencils iPads (to look up what the contributions were)


 * Instructional Activities:**

> > **Assessment:**
 * 1) 1. **Review what geocaching is from the day before and how we are going to apply it to our Social Studies lesson today**
 * 2) 2. **Split students into groups of four and give them the GPS devices and the coordinates to where the different caches are**
 * 3) 3. **Students will go and find the caches**
 * 4) 4. **After each group has found all of their caches, they will come back to the classroom and in their groups decipher what each picture means by using the internet on the iPads to look up the information**
 * 5) 5. **Then individually, students will write a brief summary of which contribution they think is the most important**
 * **walking around as the teacher and listening to the groups’ discussions about the contributions of Abraham Lincoln**
 * **individual writings about which contribution each student thinks is the most important**


 * Closure/Review/Summary:**


 * Students will complete a ticket out the door in which they will write about which contribution they think is the most important.**