Cross-Curricular

The Fort LeBoeuf School District is located in the historic town of Waterford, Pennsylvania. Located approximately 15 miles south of Erie, the town was listed on the National Register of Historic Places in 1990. Knowing the rich history of this area and possibilities of students learning this information, the geocaching lesson plan has been developed with a cross-curricular twist. The curriculum areas at the high school level that will be involved with this assignment inlcude: art education, physical education and history education.

Each group of students will be assigned a different project in order for the geocaching assignment to come to life. The art education students will take photographs of the historic buildings, statues and homes in Waterford. The history education students will record a brief history of each building, statue and home photographed. The physical education students will geocache and learn about the historic buildings as they complete a physical education activity at each cache that is found. If the art education and history education students elect to have their students participate in the geocaching activity at another time, the students may do so. The students at the middle school and elementary schools can also complete the geocaching portion of the activity to learn about the history of the Waterford area. Although the standards are based on the high school level, the middle school and elementary school standards can be added.

The Instructional Technology Integrator, myself, will meet with each educator and group of students to discuss the detailed process of implementing this lesson in each curriculum area.

ART EDUCATION STUDENT ACTIVITIES Students in the high school media arts class will be assigned to taking digital photographs of the historic buildings, statues and homes in Waterford. As part of the art lesson, students will learn about the commercial and residential buildings in the Federal, Greek Revival, Georgian, Italianate, Victorian, and Vernocular building styles. Once the photos have been taken, the art teacher will assist students in viewing the images and uploading the photos to the Fort LeBoeuf School District account on the Flickr website. Students will learn about different types of copyright as instructed by the high school librarian.

HISTORY EDUCATION STUDENT ACTIVITIES Each student in the high school history class will be assigned to selecting one of the digital photographs taken by the art education students and use the Internet to create a brief description of the building, statue or home. The student may have to use one of the Waterford history books published by a former teacher, Mr. Lewis Dove, in order to access the information. The student will print an image of the historic building, statue or home with a brief description of the object on a piece of paper, cut out the item from the paper and glue it on a notecard that can be placed in one of the plastic containers. The paper and/or notecard will be placed in one of the plastic containers.

PHYSICAL EDUCATION STUDENT ACTIVITIES The students in the physical education class will be able to locate caches on the campus of the high school and middle school. While visiting each cache the students will read the description of the historic place described on the note card and then completing the physical activity that is located on the back of the note card. The physical activities will be selected by the students during the prior class and the physical education teacher will place a sticky note on the back of each note card telling the activity that must be completed by all members of the group. At this time, the teacher will also place a pencil in the plastic container so that group members may record the physical activity that was conducted at each cache station. When there are approximately 10 minutes left in the class, all members of the class will report back to the high school gymnasium to turn in the progress sheets that were given to each group prior to the geocaching activity.

MATERIALS NEEDED 9 GPS Receivers and covers in the Pelican case (from grant) ActivInspire Software – if desired by teacher and/or librarian (on teacher computer) Batteries for the GPS Receivers (from grant) Colored printer (from school supplies) Computers (from school supplies) Digital camera (from school supplies) Flicker account access (controlled by the art teacher) Glue sticks (from school supplies) Internet access (from school supplies) LCD projector (from school supplies) Notecards (from school supplies) Pencils (from school supplies) Plastic containers (from grant) Progress report for physical education students to record physical activity performed at each station (teacher created) Promethean Board (from school supplies) Sticky notes (from school supplies)

STRATEGIES Students will: learn about the history of historic places in Waterford, Pennsylvania use GPS receivers to geocache use the digital camera to photograph images of historic places upload images to Flickr apply copyright labels to images on Flickr complete physical activities as identified research local historic places write a description of the photographed image move along longitude and latitude lines while geocaching use geocaching terminology

CLOSURE Students and teachers in the art education, history education and physical education classes will meet as one large group to discuss the activity and the procedure that was conducted in order for the lesson to be completed. Students will discuss accomplishments, challenges and areas that need improvement. Students will brainstorm about other geocaching ideas that may be implemented in other curriculum areas.

ASSESSMENT The art education students will be assessed by the art teacher on the quality of the image as well as their ability to upload the image to Flickr.

The history education students will be assessed by the history teacher on the reliability of the information describing the building, statue and/or home selected by the student.

The physical education students will be assessed by the physical education teacher on the type of exercise they report on the progress report that was completed at each cache station that they visit and find.

Academic Standards for Health, Safety and Physical Education 10.4. Physical Activity A. Analyze and engage in physical activities that are developmentally/individually appropriate and support achievement of personal fitness and activity goals. B. Analyze the effects of regular participation in a self-selected program of moderate to vigorous physical activities (social, physiological, psychological) 10.5. Concepts, Principles and Strategies of Movement A. Apply knowledge of movement skills, skill-related fitness and movement concepts to identify and evaluate physical activities that promote personal lifelong participation.

Academic Standards for Arts and Humanities 9.1. Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts H. Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at work and performance spaces. •Evaluate the use and applications of materials. •Evaluate issues of cleanliness related to the arts. •Evaluate the use and applications of mechanical/electrical equipment. •Evaluate differences among selected physical space/environment. •Evaluate the use and apply safe methods for storing materials in the arts. J. Analyze and evaluate the use of traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others. •Analyze contemporary technologies (e.g., virtual reality design, instrument enhancements, photographic tools, broadcast equipment, film cameras, preservation tools, web graphics, computer generated marching band designs). K. Analyze and evaluate the use of traditional and contemporary technologies in furthering knowledge and understanding in the humanities.

Academic Standards for History 8.1. Historical Analysis and Skills Development A. Evaluate chronological thinking. (Sequential order of historical narrative, Continuity and change, Context for events) B. Synthesize and evaluate historical sources. C. Evaluate historical interpretation of events. D. Synthesize historical research. (Historical event, Facts, folklore and fiction, Historical questions, Primary sources, Secondary sources, Credibility of evidence) 8.2 Pennsylvania History A. Evaluate the political and cultural contributions of individuals and groups to Pennsylvania history from 1890 to Present. (Political Leaders, Military Leaders, Cultural and Commercial Leaders, Innovators and Reformers) B. Identify and evaluate primary documents, material artifacts and historic sites important in Pennsylvania history from 1890 to Present. (Documents, Writings and Oral Traditions, Artifacts, Architecture and Historic Places)

ISTE NETS Student Standards 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students (b.) create original works as a means of personal or group expression. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students (d). contribute to project teams to produce original works or solve problems. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students (b.) plan and manage activities to develop a solution or complete a project.