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NETS-S 4 GPS Lesson Plan

Page history last edited by Brenda Richardson 13 years, 9 months ago

NETS*S 4. Critical Thinking, Problem Solving, and Decision Making with GPS & Geocaching

Lesson Plan

Template adapted from ISTE Wiki Lesson Plan Template


Animas Public Schools & Lordsburg Municipal Schools team up to instruct!


Vern Richardson vern@animask12.net
Brenda Richardson brichardson@lmsed.org

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The focus NETS*S is 4 - Critical Thinking, Problem Solving, and Decision Making. In this standard, 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:

a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.

Grade Level(s) 9-12 (adaptable for any grade level)
Content Area- Math & Science



What do you want students to know and be able to do? What knowledge, skills, and strategies do you expect students to gain? Are there connections to other curriculum areas and subject area benchmarks?


Learn more about these standards on the C21CL Frameworks for 21st Century Learning


This lesson plan can support many other standards besides NETS-S 4. Learn more about this through these resources.




Students will be able to understand and utilize GPS units in conjunction with solving math problems to find location of hidden objects.


Essential Questions

How does the technology involved in a GPS unit help mankind? Where can you find George? Do you have your bearings?  Bring your basic high school math skills. 




Instruction and Activities


(What will students do or produce to illustrate their learning? What can students do to generate new knowledge? How will you assess how students are progressing (formative assessment)? How will you assess what they produce or do? How will you differentiate products?)



(How does technology support student learning? What digital tools, and resources—online student tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or explain the content or allow students to interact with the content? What previous technology skills should students have to complete this project?)


Instructional Planning



(What student needs, interests, and prior learning provide a foundation for this lesson? How can you find out if students have this foundation? What difficulties might students have?)



Part of lesson will be in classroom setting and outdoor setting.



Use of visual, oral and hands on applications will be used.

 Lesson may be modified as needed.


Closure and Reflection

(Will there be a closing event? Will students be asked to reflect upon their work? Will students be asked to provide feedback on the assignment itself? What will be your process for answering the following questions?

Did students find the lesson meaningful and worth completing?

In what ways was this lesson effective?

What went well and why?

What did not go well and why?

How would you teach this lesson differently?)

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