treasure hunt – geocaching - university of kenton/video/activity-ideas/geocaching.doc · web...

Download Treasure Hunt – Geocaching - University of kenton/video/activity-ideas/geocaching.doc · Web viewdiscover…

Post on 01-Jul-2018




0 download

Embed Size (px)


Treasure Hunt Geocaching

Treasure Hunt Geocaching

Before Viewing

1.Here are some words that will come up in the video, called Treasure Hunt Geocaching. Are there any words you dont know? If so, ask your teacher.






GPS (global positioning system)




2.Your teacher will lead a word association game for these words. Write any interesting associated words next to each word in the list.

3.Now look at all the words on your list, and the associations you made. What do you think geocaching means? What do you think the video will be about?

During Viewing Split Viewing

1.Get into pairs, and decide who is Person A and who is Person B. For the first scene, Person A watches and listens to the video, but Person B can only listen (head down, or eyes covered). When your teacher stops the video, you have 2 minutes to ask questions and share information about what you heard/saw.

2.For the next scene, switch roles (Person B watches and listens; Person A only listens).

(continued on back)

After Viewing

Choose Activity 1, Activity 2, or Activity 3.

Activity 1*:

Choose one of the genres below, and write about the video you just watched. (Try to use some of the vocabulary words from the Before Viewing activity.)

Diary entry. Imagine youre Courtney and youre writing about your geocaching adventure.

Letter. Imagine youre Courtney and youre writing a letter to your friend to tell him or her all about geocaching.

Adventure Story. Write about Courtneys treasure hunt in the woods as an adventure story. (Add some new creative events.)

Comic book. Write and draw about Courtneys treasure hunt as a chapter of a comic book.

Newspaper article. Write an article about Courtney and geocaching for your school newspaper.

TV or Radio Commercial. Write a script for an advertisement for geocaching equipment or geocaching tours.

Activity 2*:

Design your own TV game show with geocaching and/or treasure hunting as the theme:

What would contestants have to do?

What are the rules?

Where would it take place?

What kinds of challenges would there be?

What would be the prize for the winner?

What (if any) would be punishment for the losers?

Activity 3:

Design a game that uses maps of your school and involves a treasure hunt. Part of your treasure hunt should involve asking or answering questions about the Treasure Hunt Geocaching video you just watched.

* After-viewing activities 1 and 2 adapted from:

Edutainment Resources, Inc. (2006). PencilBot( Season One Video Collection: Teachers Manual. Honolulu, HI: Edutainment Resources, Inc.

Notes for the Teacher

Before viewing

Before choosing one of these Before viewing activities, ask students if they have questions about any of the words on the list.

1.Word Association. Depending on the size and level of the class, divide the students into groups (ideally around 8-10 students per group for higher intermediate students, or around 4-5 students per group for high beginner to low-intermediate a number that makes it fairly easy for them to come up with associated words).

a)Tell the students their task is for each group member to say a word that they associate with a vocabulary word in the list (for example, for trails, a student might say hiking). Each student in the group has to say a different associated word. One group member writes all their teams words.

b)Option 1: Do word association for one vocabulary word at a time. Have teams race, and the fastest team to finish gets a point. After doing this for each of the vocabulary items, count up the team points and declare a winner.

c)Option 2: Give a time limit (for example, 30 seconds) for each vocabulary item. After going through the whole list, have each team count up how many total associated words they were able to make.

2.Story-telling. In small groups, students create a story. Each student tells one sentence of the story, and has to use one of the vocabulary items in their sentence. [Note: they do not have to use the words in the order they are presented, but can choose any word on the list that has not yet been used.] They continue until all the vocabulary items have been used.

During Viewing

Option: Use small groups (3 or 4) instead of pairs. Depending on class dynamics, its possible that the amount of sharing could be much great with more students involve in each group. (However, it is worth noting that it is also possible that being in groups allows less active students the opportunity to avoid participation and responsibility for sharing information.)