Carew Myken - CTF - Challenge Planning

CTF Detailed Challenge Template
Title Technological Man Tracker Grade 8th Grade
Challenge To what extent can different technological applications be used to Estimated

engage students with the environment and in their community?
Question Challenge 24 Hours
Time
All outcomes in the CTF Program of Studies should be addressed in each CTF course.
Challenge Career and Technology Foundations

Description Career and Technology Foundations (CTF) is a program largely becoming more integrated in
within school’s curriculum. It focuses on students from grade 5 through 9 allowing them to
explore their passions through guided experiential learning. Through hands on exploration
student are able to make connections between the course led components different
occupational areas outside of school. Students by way of the challenge are also able to
develop their personal skills through collaboration, problem–solving, communication skills,
and building essential and effective relationships.
Within CTF there are 5 clusters identified: Business, Resources, Technology, Human Services,
and Communication. Through the 5 clusters students are provided with challenges, that
pertain to a variety of occupational areas. With the amount of occupational areas addressed
through CTF increasing, more and more students are able to make deeper connections
between the clusters as well as have the opportunity to explore things they may be more
passionate about. By having the chance to rotate through all 5 clusters in challenges
provided, students go through a process of planning, creating, appraising, and
communicating, with one another to enhance their experiences.
Overall, CTF provides the opportunity for students to engage with their passions in a more
guided setting, that provides a basis for Career and Technology Studies (CTS) classes offered
in grades 10-12. Through providing students with more background information students can
gain a better understanding of their interests and are able to guide student’s to choose an
occupational area of focus. By providing students with this guidance from grades 5-9 it
weeds out students taking courses they are not truly interested in. CTF in this case is a basis
point for students to explore and fully develop a passion, that may lead to a future career.
Challenge Description
By way of this challenge students, in small groups (chosen by the teacher or student choice,
depending on the activity) will lead up to accomplish a GPS related challenge, and develop a
greater understanding of orienteering. They will explore different applications (APP’s) that
have a GPS related component, and be responsible for creating their own GPS coordinates in
relation to each of the applications. They will have the opportunity to work collaboratively to
explore a variety of occupational areas in relation to one another. It also offers students with
choice in creation of projects and freedom through exploration. As they are able to create
their projects in the way they see fit, and place them anywhere they choose.
Facilities and Supplies

For the purpose of this challenge students will need to have access to at least one cellphone
(or other device able to have APP’s) per group, or one GPS per group each having internet
access at the starting points. This is essential to the course as each group will be going in
different directions from one another so sharing between groups is not plausible. In regards

© 2017 Alberta Education, Alberta, Canada Page 1 of 18
to location, every class will begin in the classroom and move outdoors (community), besides
the final Man Tracking activity beginning on a bus (provided by the school). For the final
activity there will need to be extra supervision, through both the use of parent volunteers
and staff support.
Challenge Rationale
Through this CTF challenge leadership is explored in a wildlife setting through the use of
technology. Merging the technological world with outdoors activities, and getting students
more excited about being outside. The students will be asked to learn the different APP’s and
their uses, to come up with their own additions to the APP (ie. Their own geocache).
Although it is fully possible to have younger student involved in these activities, I have
designed it specifically for grade 8 students as it requires a developed sense of responsibility,
and maturity to be out in the community. It also requires that students are able to work
together without direct supervision at all times to complete the different tasks asked of
them, while also being able to effectively manage their time.
As an avid hiker, and having been involved in the geocache community for a long time, I will
be able to provide experienced based knowledge. I believe that through combining
technology with outdoors based activities students will be more interested in participating.
As this generation is very technology based, I believe it is essential to be able to show them
how to engage with the technology while also being active. As someone who has recognized
this in their own life, and is passionate about being active, I will be able to be a
knowledgeable source for students throughout the challenge.
In regards to time management and cutting any costs down students will be exploring the
APP’s in groups and or with partners. This is beneficial as each student will be able to be
actively involved with each of the APP’s and GPS system without having to provide every
student with individual access to their own device. It will also make it easier discover
locations based on the APP’s as groups, getting in more hands on experience opportunities.
Students will benefit through the combination of leadership, wildlife and technology, as they
are able to discover future opportunities of their combinations that may lead to further
innovations. As well as become more involved in activity, in a fun manner and in their own
communities.
APP’s like the one’s I have chosen for this challenge are essential in showing students the
limitless capabilities of technology, and that it is possible to be active while also using
devices. It is important to have students become excited about being active and outdoors, to
lead them to becoming active for life.
Being outdoors and active in the community has always been a large part of my life, as
coming from a smaller city, it was one of the ways to have fun and keep busy. Being able to
pass along my passion to students, and have them also become excited to be active for life.
Scenario Find your way though the city and forest on adventures to find hidden things amongst them. As part of
different teams, you will learn to use different applications and GPS’s to find your way around.
Throughout the program you will create your own hidden items within the city for others to find, and
through them learn skills needed for the final adventure.
For the end of class adventure students will get to participate in a large game of “Man Tracker”
traveling to a nearby mountainous area to. Using their GPS’s students will locate another person
wearing a tracking device while amidst the forest, not beginning on the marked trail.

Who is ready for a real adventure?
Occupational BUSINESS
Areas ☐ Computing Science ☐ Financial Management ☐ Management & Marketing
(Select at least two ☐ Enterprise & Innovation ☐ Information Processing ☐ Networking
to explore.)
COMMUNICATION
☒ Communication Technology ☐ Design Studies ☐ Fashion Studies
HUMAN SERVICES
☐ Community Care Services ☐ Foods ☐ Legal Studies
☐ Cosmetology ☐ Health Care Services ☒ Recreation Leadership
☐ Esthetics ☐ Human & Social Services ☐ Tourism
RESOURCES
☐ Agriculture ☐ Forestry ☒ Wildlife
☐ Environmental Stewardship ☐ Primary Resources
TECHNOLOGY
☐ Construction ☐ Fabrication ☐ Mechanics
☐ Electro-Technologies ☐ Logistics
Links Between Recreation Leadership Communication Technology Wildlife

Occupational
 Recreation  Instrumentation  Interpretive
Areas and This
Coordinator Engineering Naturalist
Challenge  Recreation Facility Technologist  Heritage Interpreter
Operator  Communication  Conservation Officer
Technologist  Trapper
 Hunter
 Hunting guide
 trends in the fitness  appropriate tools  conservation and

industry and methods for preservation
 community fitness communicating practices that
opportunities messages enable wildlife and
 characteristics,  copyright restrictions society to coexist
benefits and and permissions and  environmental
shortcomings of a putting them into significance of
variety of fitness practice wildlife
activities  how to critique or  the effect of human
 fitness plans to assess compositions activity on the
achieve and assess created by yourself structure, behaviour
individual health and or others and habitat of a
performance-related  project-planning wildlife species
goals. skills  safe and
unobtrusive
techniques when
examining wildlife
and habitat

Safety and/or Recreation Leadership

Environmental 1. Know proper emergency responses to follow when on and off of school grounds.
Considerations 2. Create a muster point and GPS boundaries for security purposes
3. Review safety injury information. (have a student carry a first aid kit)
4. Remain in at least groups of two when off of school property.
Communication Technology
5. Define copyright restrictions and legality revolving around it.
6. Review digital citizenship, and personal safety in using technology.
7. Define privacy rights and the uses of privacy settings within APP’s.
Wildlife
8. Keep distance from animals (city/ forest).
9. Know the proper emergency response in case of emergency.
10. Remain on paths unless otherwise directed.
Remember to follow your school’s and/or district’s safety and privacy of

information requirements at all times.
Facility Type Classroom, outdoors, gymnasium.
Equipment 11. Cellphones (at least one per group)

and/or 12. GPS (at least one per group)
13. Wireless tracker
Consumables 14. Internet access
15. Paper and pens
16. Geo cache components (one per group)
1. Pencils, stickers, etc.
2. Printer
3. Waymark supplies
4. Letter boxes (one per group)
5. Stamps, puzzle
6. Munzee supplies
7. Man tracker supplies
8. Extra supervision, GPS, map, student hiking supplies
9. Scenarios, GPS, Safety handouts.
CTF Learning Outcomes: Identify the learning outcomes from the CTF Program of Studies that will be
addressed in this challenge.
☒ I explore my interests and passions while making personal connections to career possibilities. (1)
☒ I use occupational area skills, knowledge and technologies. (2)
☒ I follow safety requirements associated with occupational areas and related technologies. (3)
☒ I demonstrate environmental stewardship associated with occupational areas. (4)
☒ I plan in response to challenges. (5)
☒ I make decisions in response to challenges. (6)
☒ I adapt to change and unexpected events. (7)
☒ I solve problems in response to challenges. (8)
☒ I create products, performances or services in response to challenges. (9)
☒ I appraise the skills, knowledge and technologies used to respond to challenges. (10)
☒ I communicate my learning. (11)
☒ I determine how my actions affect learning. (12)
☒ I develop skills that support effective relationships. (13)
☒ I collaborate to achieve common goals. (14)

Competencies: Identify the competencies that will be addressed in this challenge.

☒ Critical Thinking (1)
☒ Problem Solving (2)
☒ Managing Information (3)
☒ Creativity and Innovation (4)
☒ Communication (5)
☒ Collaboration (6)
☐ Cultural and Global Citizenship (7)
☒ Personal Growth and Well-being (8)
Literacy and Numeracy: Identify how the challenge supports the development of literacy and numeracy.
“Literacy is the ability, confidence and willingness to “Numeracy is the ability, confidence and willingness to
engage with language to acquire, construct and engage with quantitative or spatial information to
communicate meaning in all aspects of daily living.” make informed decisions in all aspects of daily living.”
☒ Students recognize that literacy provides enjoyment ☐ Students recognize that numeracy enables people to
and enables them to make sense of and participate in make informed decisions in all aspects of daily living.
the world around them. (1) (1)
☒ Students identify what they know, are able to do ☒ Students identify what they know, are able to do
and need to learn when engaging in tasks that involve and need to learn when engaging in tasks that involve
literacy. (2) numeracy. (2)
☐Students are aware of the literacy demands within a ☐ Students are aware of the numeracy demands
task. (3) within a task. (3)
☒ Students use rules of language to acquire, construct ☒ Students apply knowledge of quantitative
and communicate meaning. (4) information to make an informed decision. (4)
☐ Students use efficient and effective strategies to ☒ Students apply knowledge of spatial information to
acquire, evaluate and ethically use information. (5) make an informed decision. (5)
☐ Students use efficient and effective strategies to ☒ Students interpret, represent and communicate in a
construct meaning. (6) variety of digital and non-digital formats to support
☒ Students communicate to convey concepts, ideas decisions in situations involving numeracy. (6)
and understandings. (7) ☒ Students use efficient and effective strategies and
methods or tools to manage quantitative or spatial
information. (7)
Assessments: These should include opportunities for students to reflect on and communicate their learning.
CTS Module/Program Considerations:

1. Prerequisites: None
2. Model of Implementation: Discovery & Creation
3. Other: Injury prevention, boundaries for GPS, animal considerations
General Notes/Reminders:
1. Pre-assess existing student knowledge in GPS/ sense of direction
2. Be aware of any students with learning disabilities (IPP, IEP, etc.), and identify their learning needs
3. Connect to real world usage (career, hobby, etc)
4. Incorporate multi-modal assessment techniques
5. Be sure to assess the process, not the product.
6. Do consistent check ins/check points/progress tracking.

Essential Understanding(s): Essential Question(s):
 Students will be able to identify multiple uses of  To what extent can different technological
technology within the environment. applications be used to engage students with the
 Students will be able to use a GPS within their environment and in their community?
community to navigate themselves.
Essential Processes: Essential Products:
 Collaborate with group members to create GPS  Waymark Project
additions to applications  Munzee Project
 Identify the importance of being active for life.  Geocaching Project
 Assess the effects technology in outdoor applications.  Letterboxing Project
 Man Tracker Day
Pre-existing Knowledge and Skills: Where Does This Lead?
 There are no formal prerequisites necessary. However,  Potentially students will be able to continue outdoors
students with background knowledge in how to activities in Career Technology Studies (CTS) through
accurately use GPS technology, or has already had the Recreation Leadership (REC) cluster.
contact with any of these APPS will be at an advantage.
This is not required though as all students will began
work from the same stage.
Formative Assessment
Pre- Assessment Letterbox Safety Own APP Work Sheets
(Cat & Mouse) Reflection Considerations Discovery
Weight ---------------------- ---------------------- ---------------------- ---------------------- ----------------------
Modality Do Write/ Say Do/ Say Do/ Say Write/ Do
Assessor Teacher Teacher Teacher Peers Teacher
CTF 3, 4, 10 9, 12 3 1, 11 Addresses all.
Competencies
Provincial 1, 3 2, 4, 5, 6 1, 2 4, 5 Addresses all
Competencies utilized.
Summative Assessment
Waymark Munzee Project Geocaching Letterboxing Man Tracker
Project Project Project Day
Weight 15% 15% 20% 20% 30%
Modality Write/ Do/ Say Write/ Do/ Say Write/ Do/ Say Write/ Do/ Say Do/ Say
Assessor Teacher Teacher Teacher Teacher Teacher
CTF 1, 5, 9, 14 1, 2, 6, 9 1, 4, 5, 6, 8, 9 2, 7, 9, 11, 12, 4, 7, 8, 10, 13,
Competencies 13 14
Provincial 2, 4, 6, 8 8 2 2, 5 5, 6, 8
Competencies
Resources: Identify potentially useful resources for teaching and learning the challenge.
https://www.letterboxing.org
https://www.playmunzee.com
http://www.waymarking.com
https://www.geocaching.com/play
https://youthspecialties.com/blog/mantracker-a-how-to-guide/
https://education.alberta.ca/media/3114908/ctf-safety-and-environmental-considerations-for-occupational-
areas.pdf (safety)
(all are the websites and APP’s needed to participate

Books and Articles
http://www.cbc.ca/parents/play/view/what-is-geocaching-and-why-will-your-family-love-it : Article by CBC on
geocaching.
Websites and Multimedia

https://www.lethbridge.ca/Things-To-Do/Parks/Pages/Geocaching.aspx : Lethbridge on geocaching
https://gpstracklog.com/2014/07/waymarking-for-beginners.html : Waymarking for beginners
Student Handouts
 Lists of specific GPS coordinates
 APP’s list
 Student safety guide
 Rubrics
 Work sheets (specified in the challenge)
 Reflection for letter box
 Exit slip for discovery day.
Challenge Plan at a Glance: Provide a general outline that describes how the challenge unfolds.
Lesson #: 1 Safety & Cat and Bunny Time Allotted: 90 min.
Objective Students will demonstrate a safety understanding when out in the community (outside).
Students will apply environmental stewardship in regards to others property and appropriate
places to be running.
Learning  I follow safety requirements associated with occupational areas and related
Outcomes technologies. (3)
 I demonstrate environmental stewardship associated with occupational areas. (4)
Competency  Critical Thinking (1)
Literacy and Students identify what they know, are able to do and need to learn when engaging in tasks
Numeracy that involve literacy. (2)
Students apply knowledge of spatial information to make an informed decision. (5)
Assessment CTF Competencies Provincial Competencies Literacy & Numeracy
Purpose Formative Formative Formative
Look Staying on designated areas, Making collaborative Directional decisions made
not leaving boundaries. decisions. and running proximity.
Listen Being cautious of one another Conversations about safety Conversations about safety.
Modality Do Say Do/ Say
Device Observation Observation Observation
Resources Chalk, CTF Safety and Environmental Considerations Review, course outline.
Notes  Review safety

 Teach the running game cat and bunny
1. Two people are the bunnies being chased around the community, they get a 5-
minute head start, the cats (the rest of the class) then chase the bunnies by
following chalk marks they left on the ground to their final destination.

Lesson #: 2 Cat and Bunny/ Pokemon Go/ Ingress Time Allotted: 90 min.
Objective Students will demonstrate a safety understanding when out in the community (outside).
Students will identify knowledge necessary in relation to technological applications, and
display safe uses of technology.
 I appraise the skills, knowledge and technologies used to respond to challenges. (10)
Literacy and Students use rules of language to acquire, construct and communicate meaning. (4)
Numeracy Students apply knowledge of spatial information to make an informed decision. (5)
Look Appropriate use of Come up with multiple Everyone participating in
technology. solutions to the APP. group discussion.
Listen Meaningful Conversations about the Conversations about
conversations about the task. proximity.
technology
Modality Do/ Say Say Do/ Say
Device Observation Observation Heuristic/ Observation
Resources Internet, cell phones, APP access.
Notes  Decide based on previous class conversation and observation whether to play
another round of cat and bunny, go to the next level use of GPS using Pokemon Go,
or even further using Ingress (with harder GPS skills).
Lesson #: 3 Waymarking (1) Time Allotted: 90 min.
Objective Students will select roles within their group based on their strengths and weaknesses.
Learning  I explore my interests and passions while making personal connections to career
Outcomes possibilities. (1)
 I collaborate to achieve common goals. (14)
Competency  Collaboration (6)
 Personal Growth and Well-being (8)
Literacy and Students recognize that literacy provides enjoyment and enables them to make sense of and
Numeracy participate in the world around them. (1)
Students interpret, represent and communicate in a variety of digital and non-digital formats
to support decisions in situations involving numeracy. (6)
Look Exploring in broad areas Everyone participating, Read the details about
within boundaries. and included each location in the
community.
Listen

Positive group Students taking on Communicate GPS
communication. leading roles in the coordinates.
Modality groups. Write/ Say
Device Say Do/ Say Observation/ Work sheet
Observation Heuristic/ Observation
Resources Internet, cell phones, APP access, Work sheet with a list of locations, to provide a description
of the locations for each group.
Notes  Introduce Waymarking and provide an example
 Have students as groups of 4 pick roles in their group based on the APP
components. Then have them find four different locations near the school using the
Waymarking app.
 Provide a work sheet to each group, and collect at the end of class.
Lesson #: 4 Geocaching (1) Time Allotted: 90 min.
Objective Students will communicate and collaborate with one another in response to the challenge
Students will actively participate in group discussions.
Learning  I make decisions in response to challenges. (6)
Outcomes  I solve problems in response to challenges. (8)
Competency  Problem Solving (2)
Look Making tactical decisions. Actively coming up with Reading each geocache
solutions. description.
Listen All contributing ideas. Communicating different Communicating about
ideas and executing proximity.
them.
Modality Do/ Say Say Write/ Say
Device Heuristic/ Observation Heuristic Heuristic/ Observation
Notes  Introduce Geocaching
 Have six specific (Large) caches on a list for students to locate using the GPS.
 Split the class up into groups of 4.
Lesson #: 5 Letterboxing (1) Time Allotted: 90 min.
Objective Students will decide roles between their partner and them.
Students will communicate in solving the puzzles between one another.

Learning  I adapt to change and unexpected events. (7)
Outcomes  I develop skills that support effective relationships. (13)

 Communication (5)
Literacy and Students communicate to convey concepts, ideas and understandings. (7)
Numeracy Students use efficient and effective strategies and methods or tools to manage quantitative
or spatial information. (7)
Look Taking turns in trying to Actively coming up with Communication of new
solve the puzzles solutions. ideas.
Listen Calm and positive Communicating different Communicating about
communication ideas and executing proximity and the puzzle.
them.
Modality Do/ Say Say Write/ Say
Device Observation Heuristic/ Observation Observation/ Work sheet
Notes  Introduce Letterboxing
 Have students find 2 different letterboxes using the GPS
 Divide students into groups of two
Lesson #: 6 Waymarking (2) Time Allotted: 90 min.
Objective Students will engage in communication with their groups in planning their Waymark.
Students will create their own Waymark
Learning  I plan in response to challenges. (5)
Outcomes  I create products, performances or services in response to challenges. (9)
Competency  Communication (5)

 Creativity and Innovation (4)
Students interpret, represent and communicate in a variety of digital and non-digital formats
Purpose Summative Summative Summative
Look Active collaboration, in Innovative designing Community connections
creation of the final ideas being made/ discovered.
Waymark.
Listen Communication of ideas Positive and continuous Developing a APP
group communication. posting/ GPS
coordination’s.

Modality Write/ Do/ Say Do/ Say Do
Device Observation/ Rubric Observation/ Rubric Observation/ Rubric
Resources Internet, cell phones, APP access, Posting within the APP, GPS, Computer access, Materials
for their Waymark, Rubric.
Notes  Present the Rubric and discuss its components. (All performance based none on the
final execution of the product)
 Have students in groups of two each make their own Waymark with each others
help.
 Have them pick something important to them, or something they think is really
interesting with in the community.
 The students will set the GPS coordinates and load the location to their app for
others to find.
Lesson #: 7 Munzee (1) Time Allotted: 90 min.
Objective Students will identify different locations of Munzee’s to add to the provided list.
Students will explore the community within the boundaries and communicate personal
connections.
 I make decisions in response to challenges. (6)
Numeracy Students interpret, represent and communicate in a variety of digital and non-digital formats
Look Discovery in new areas. Students taking on new Using technology to
roles in leadership. broaden the search.
Listen Communication of ideas Equal participation in Communicating ideas
and decision group discussion by all and understandings in
commitment. members. the community
Modality Do Say Write/ Say
Device Heuristic/ Observation Observation Observation/ Work sheet
Notes  Introduce Munzee to the students.
 Have the students in groups of 2 each find 10 Munzee’s in the area surrounding the
school, using their GPS.
 When done/ along the way find additional Munzees to add to the worksheet.

Lesson #: 8 Man tracker (1) Time Allotted: 90 min.
Objective Students will display environmental stewardship within the selected boundaries.
Students will demonstrate the ability to adapt to different changes, throughout the
challenge.
Learning  I demonstrate environmental stewardship associated with occupational areas. (4)
Outcomes  I adapt to change and unexpected events. (7)

 Problem Solving (2)
Students use efficient and effective strategies and methods or tools to manage quantitative
Look Staying on designated Development of different Proximity relations, decision
areas, not leaving strategies between to spread out or not.
boundaries. groups.
Listen Conversation about Creation of tactical Conversations about the
strategies. decisions between the environment they are in.
group.
Modality Do/ Say Do/ Say Do/ Say
Device Observation/ Rubric Heuristic/ Rubric Observation/ Rubric
Resources Internet, cell phones, GPS, Tracker, Parent/ teacher help.
Notes  Introduce Man Tracker to the students. (Practice Round, yet still assessing their
process)
 Play 2 – 3 rounds with in the area boundaries pre set at the beginning of the
challenge.
 Splitting the students into groups of four, with one person (Teacher/ parent) being
the one being tracked (carrying a signal). The students then using their GPS, starting
in different areas, need to locate the one being tracked.
Lesson #: 9 Munzee (2) Time Allotted: 90 min.
Objective Students will apply their knowledge of Munzee in their creations.

Students will create an active Munzee to share with the APP.
Learning  I use occupational area skills, knowledge and technologies. (2)
Outcomes  I create products, performances or services in response to challenges. (9)
Competency  Creativity and Innovation (4)

 Collaboration (6)
Numeracy Students interpret, represent and communicate in a variety of digital and non-digital formats

Look All of the elements of a A list of ideas about the Consideration of others
functioning Munzee. creation of the Munzee. ideas, asking questions.
Listen Conversations about Everyone in the group Communication about
Munzees components. participating in GPS coordinates and
discussion. putting them in the APP.
Modality Do/ Say Write/ Do/ Say Write/ Do/ Say
Device Observation/ Rubric Observation/ Rubric Heuristic/ Rubric
Resources Internet, cell phones, APP access, Posting within the APP, GPS, Computer access, Materials
for their Munzee, rubric.
Notes  Divide the students into groups of two.
 Have each student create their own Munzee while collaborating with their partner.
Using the GPS have each student link their Munzee to the APP.
 If extra time have the groups find one another’s Munzee’s.

Objective Students will practice environmental stewardship in respecting the community.
Students will make decisions based on the Geocaching clues.
Outcomes  I plan in response to challenges. (5)

 Managing Information (3)
Numeracy Students apply knowledge of spatial information to make an informed decision. (5)
Look Staying on designated Creating a list verbally or Spreading out from one
areas, not leaving on the worksheet of all another to look in
boundaries. coordinates tried. different areas.
Listen Conversation on different Conversation of Positive communication,
ideas and strategies. reflection on where they everyone participating.
have tried.
Modality Do/ Say Write/ Do/ Say Do/ Say
Device Observation Observation/ Work sheet Observation
Notes  Divide the class into groups of three.
 Provide students with a work sheet of locations.
 Using their GPS groups must find 4 caches that they are provided a list of
approximate coordinates too (mini to micro).
 When done finding the coordinates provided, using the APP find 2 caches on their
own.

Lesson #: 11 Letterboxing (2) Time Allotted: 90 min.
Objective Students will
Learning  I use occupational area skills, knowledge and technologies. (2)

Outcomes  I communicate my learning. (11)

Look Making multiple Everyone presenting an Using technology to solve
attempts. idea in the groups. letterboxing puzzles.
Listen Using letterboxing Positive communication, All communicating their
terminology. with everyone having a understanding of
say. letterboxing.
Modality Do/ Say Say Do/ Say
Device Heuristic/ Observation Heuristic/ Observation Observation
of the locations for each group, Materials required for letterboxing.
Notes  Divide the class into groups of 2, each group is to find 2 Letterboxes using their GPS
and provided coordinates (each group differing).
 Hand out a work sheet with potential letterbox locations included.
 Once found, the groups may begin working on the creation of their own Letterbox,
and the location that it will be placed.
Lesson #: 12 Letterbox (3) Time Allotted: 90 min.

Objective Students will create their own letterboxes based on their knowledge with them.
Learning  I create products, performances or services in response to challenges. (9)

Outcomes  I determine how my actions affect learning. (12)

Numeracy Students use efficient and effective strategies and methods or tools to manage quantitative
Look A list of ideas about the A detailed list of

Use of all elements in a creation of the letterbox. everything included in
functioning letterbox. the letterbox process.
Listen Conversation about Conversation about GPS
Positive communication, details added to the location and spatial
each student imputing letterbox and its distances.
ideas. creation/ importance.
Modality Write/ Do/ Say Write/ Do/ Say
Device Do/ Say Observation/ Rubric Observation/ Rubric
Heuristic/ Rubric
Resources Internet, cell phones, APP access, Materials required for letterboxing, Work sheet that they
include their GPS coordinates, and letterbox information, Rubric.
Notes  Provide students with a rubric for the components necessary to be included in their
letterboxing process to convey their understanding.
 In their groups of two provide time for the completion of their Letterboxes (puzzle
and stamp included in completion).
 Have a work sheet for them to fill out all of the components of their letterbox, it’s
description for the app, an answer to their puzzle and the details of their stamp.
 Have the students provide GPS coordinates and a clue for their Letterboxes.
Lesson #: 13 Own GPS Discovery Day Time Allotted: 90 min.
Objective Students will discover different APP’s that are related to the outdoors, and being active.
Students will present their understanding of the app they find to their peers.
 I communicate my learning. (11)
 Communication (5)
Students identify what they know, are able to do and need to learn when engaging in tasks
that involve numeracy. (2)
Look Students sharing their Testing out multiple Using GPS coordinates in
understanding of the APP’s in search of their their APP’s to to find
APP’s to the class. favourite. different locations.
Listen Discussions using Teaching others about Communicating what
technical APP jargon. their APP’s. they have found
using the GPS location.
Modality Do/ Say Do/ Say Say
Device Heuristic/ Observation Observation/ Exit Slip Observation
Resources Internet, cell phones, APP access, Exit slip.
Notes  In groups of 2 or more, allow students time to discover new GPS/ orienteering
APP’s.

 Allow for time (approximately 30minutes) to share at the end of class the different
APP’s they have discovered.
 Provide students with an exit slip, ask which APP’s they liked and have them provide
a sentence why.
Objective Students will create their own Geocache and provide details of what went into its creation.
Students will use geocaching terminology to make personal connections to them.
 I create products, performances or services in response to challenges. (9)
 Creativity and Innovation (4)
Students apply knowledge of quantitative information to make an informed decision. (4)
Look Creation of a Geocache Putting their own Applying past knowledge
using all components of creative twist on the final about geocaches they
one. geocache. have found, and what
Listen Communicating Conversations involving made them better.
personalized ideas and strategy, in where to Connections being made
connections to the final place the cache. to places in their
Geocache location. community, they make a
connection with.
Modality Write/ Do/ Say Do/ Say Write/ Do/ Say
Device Heuristic/ Rubric Heuristic/ Rubric Observation/ Rubric
Resources Internet, cell phones, APP access, Computer access, Geocaching materials, rubric
Notes  In groups of 2-4 have students create a geocache.

 Groups of 2 have students create a large geo cache and or 2 0r more mini to micro
size caches.
 Have each group provide detail on the creation of their caches, and their creation.
 Each group will come up with their own clue, and GPS coordinate that the geocache
will be located. (they can choose to connect them as a series).
Lesson #: 15 Safety & Finding The Class Letterboxes Time Allotted: 90 min.
Objective Students will display proper safety awareness and abide by safety restrictions.
Students will self reflect.
 I determine how my actions affect learning. (12)

 Problem Solving (2)
Literacy and Students identify what they know, are able to do and need to learn when engaging in tasks
Numeracy that involve literacy. (2)
Students identify what they know, are able to do and need to learn when engaging in tasks
that involve numeracy. (2)
Look Staying on designated Writing that highlights Students making changes
areas, not leaving what they have learned in their letterboxes on
boundaries. and what they’d change the APP with regards to
in the letterboxs. GPS coordinates.
Listen Self reflection on their Conversations about Thoughtful conversations
letterboxes and the what they would change about letterboxes and
accuracy in finding them. in the letterboxes. what would have made
them better.
Modality Write/ Do Write/ Say Do/ Say
Device Observation/ Reflection Observation/ Reflection Observation
Resources CTF Safety and Environmental Considerations Review
Notes  Review of safety for the Man Tracker trip

 In groups of 2 to 3 provide time to find one another’s Letterboxes, peer review
based on the clue and actual location of the box compared to the provided GPS
location.
Lesson #: 16 Man Tracker Trip (2) Time Allotted: 6 hours
Objective Students will demonstrate their understanding and knowledge to be able to adapt to
changes.
Students will participate through communicate effectively with their peers.
Students will broaden their knowledge through actively participating and and using
technology.
Outcomes  I adapt to change and unexpected events. (7)
 I solve problems in response to challenges. (8)
 I appraise the skills, knowledge and technologies used to respond to challenges. (10)
 I develop skills that support effective relationships. (13)
 I collaborate to achieve common goals (140)

Look Applying safety practices, Taking on leadership Writing down, making
creating multiple Roles/ roles within the mental note of where
solutions, all participating Groups, making tactical They have already been,
and working together, decisions. using technology to guide
sharing ideas. the to different GPS
coordinates.
Listen Positive communication, Using information from Conversations about
accepting others ideas, previous classes, spatial information, and
being cautious within communicating connections made with
their environment. positively, all taking part. GPS in their own lives.
Modality Do/ Say Do/ Say Write/ Do/ Say
Device Observation/ Rubric Observation/ Rubric Observation/ Notes/
Rubric
Resources Cell phones, GPS, Tracker, Parent/ teacher help, first aid kits, Note books, Rubric.
Notes  Have students bussed to the closest mountain. While on the bus discuss the rubric
expectations and safety procedures.
 Having another teacher (or parent volunteer) as the one being tracked, with a GPS
locator.
 Student in groups of 4 will then be sent with their GPS on to the mountain in
different locations and different times (5 minutes apart), to locate the other.
 Chose a location where back country hiking is acceptable (not having to stay on a
marked pathway).
 Collect any notes the students may have taken.


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CTF Detailed Challenge Template

Title Technological Man Tracker Grade 8th Grade

Challenge To what extent can different technological applications be used to Estimated

Challenge Career and Technology Foundations

Facilities and Supplies

CTF Detailed Challenge Template

CTF Detailed Challenge Template

Links Between Recreation Leadership Communication Technology Wildlife

 trends in the fitness  appropriate tools  conservation and

CTF Detailed Challenge Template

Safety and/or Recreation Leadership

Remember to follow your school’s and/or district’s safety and privacy of

Equipment 11. Cellphones (at least one per group)

CTF Detailed Challenge Template

Competencies: Identify the competencies that will be addressed in this challenge.

CTS Module/Program Considerations:

CTF Detailed Challenge Template

CTF Detailed Challenge Template

Websites and Multimedia

Notes  Review safety

CTF Detailed Challenge Template

Lesson #: 3 Waymarking (1) Time Allotted: 90 min.

CTF Detailed Challenge Template

Lesson #: 4 Geocaching (1) Time Allotted: 90 min.

Competency  Problem Solving (2)

Lesson #: 5 Letterboxing (1) Time Allotted: 90 min.

CTF Detailed Challenge Template

Competency  Problem Solving (2)

Lesson #: 6 Waymarking (2) Time Allotted: 90 min.

Competency  Communication (5)

CTF Detailed Challenge Template

Lesson #: 7 Munzee (1) Time Allotted: 90 min.

CTF Detailed Challenge Template

Competency  Critical Thinking (1)

Lesson #: 9 Munzee (2) Time Allotted: 90 min.

Objective Students will apply their knowledge of Munzee in their creations.

Competency  Creativity and Innovation (4)

CTF Detailed Challenge Template

Lesson #: 10 Geocaching (2) Time Allotted: 90 min.

Competency  Problem Solving (2)

CTF Detailed Challenge Template

Lesson #: 11 Letterboxing (2) Time Allotted: 90 min.

Objective Students will

Learning  I use occupational area skills, knowledge and technologies. (2)

Competency  Communication (5)

Lesson #: 12 Letterbox (3) Time Allotted: 90 min.

Learning  I create products, performances or services in response to challenges. (9)

Competency  Creativity and Innovation (4)

CTF Detailed Challenge Template

Lesson #: 13 Own GPS Discovery Day Time Allotted: 90 min.

CTF Detailed Challenge Template

Lesson #: 14 Geocaching (3) Time Allotted: 90 min.

Notes  In groups of 2-4 have students create a geocache.

CTF Detailed Challenge Template

Notes  Review of safety for the Man Tracker trip

Lesson #: 16 Man Tracker Trip (2) Time Allotted: 6 hours

CTF Detailed Challenge Template

CTF Detailed Challenge Template

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