lesson Orienteering

8/12/2019 lesson Orienteering

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Orienteering Lesson Plans for High School and Middle School

Unit objective: When finished with this program, the student should be able todemonstrate knowledge and understanding of navigation on topographic maps and

compete at the Intermediate (Orange) level in the sport of Orienteering.Teacher objective: This unit has been written slanted toward the needs of the highschool OT! instructor who is looking to train a competitive orienteering team. The unitcan be adapted for other grade levels, teachers and coaches. It is fairl" important tostick to the prescribed order of the lessons and field trips as each is a prere#uisite forthe lessons and field trips that follow. The unit moves rather rapidl" from topic to topic,so it ma" be necessar" to repeat some lessons if the teacher finds the students needthe reinforcement prior to moving on to the ne$t lesson plan. It is important to use IO%standard orienteering maps. These can be obtained from orienteering clubs. &lease becareful to respect map cop"rights and be sure to get land manager permissions ifpracticing or training other than during organi'ed orienteering club events. Whenever

possible, use courses designed b" trained orienteers in order to be assured of theaccurac" of the course level to the subect matter.

Sessions: * classroom+school"ard, field trips

Instructional reference: -!/ references are to the 0.1. Orienteering %ederation2s(01O%) -!oaching Orienteering/ manual. -p./ indicates page number in te$t, -e$./indicates suggested classroom and field e$ercises in 3ppendi$ 3 of the manual. 4otethat man" of the manual2s field e$ercises can be adapted to classroom.

Evaluation: 3t the end of the unit, the student should be able to successfull" completean Orange level (Intermediate) course at a 01O%5affiliated club2s orienteering event.

Lesson #1 Introduction to Orienteering and the Orienteering Ma!

Lesson objectives"

6efine the sport of Orienteering.

7$plain the benefits of learning orienteering.

ecogni'e Orienteering2s militar" beginnings.

Identif" the parts of and s"mbols on an orienteering map.

Instructional aids"

8arious t"pes of topo maps (0191, militar", etc.), if available

IO% standard orienteering maps ( per student)

8isual aids to illustrate contours and contour intervals, if available

!halkboard, chalk

Inde$ cards with map legend s"mbols words as described in ! e$.


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Instruction" efinition of Orienteering

Orienteering is a challenging outdoor activit" using a detailed topographicmap and a compass to navigate through the terrain and find a series of terrain orman5made features indicated on the map. Orienteering is a competitive sportthat originated as a militar" e$ercise in 1candinavia in the earl" ;


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;== ? Orienteering was accepted as a 0.1. Ol"mpic !ommittee !lass !sport, later known as an affiliated sport.

!urrentl", there are appro$imatel" >< orienteering clubs in the 0.1.


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Instruction" The Orienteering Ma!

Band out orienteering maps to students. 7$plain how a topographic map shows theshape of the terrain and detailed features that are not commonl" found on other maps.If possible, have different t"pes of topo maps (0191, militar", etc.) for comparison.

Scale? Bave students find the :,


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Lesson #) Ma! Inter!retation

Lesson objectives"

6emonstrate how to interpret map s"mbols to identif" terrain features.

Identif" t"pes of map features.

Instructional aids"

IO% standard orienteering maps ( per student)

Clank paper and pencils for school "ard map making

Jegend of school "ard map s"mbols ( per student)

!ompleted school "ard map, large scale or via proection

Jarge sheets of paper or poster board and markers, if doing ! e$.G@

Instruction" Ma! Inter!retation

What2s on and not on the map ? 7$plain that each map maker has his owncriteria of what is significant enough to add to the orienteering map. %ore$ample, a small boulder or ditch man" not be mapped, while a larger one wouldbe mapped. The -busier/ the terrain, the less often smaller features are on themap. 4ew changes, such as fresh rootstocks and new trails, ma" not be on themap. Water features (lakes, seasonal streams) ma" change si'e or disappearentirel" at some times of the "ear. %eature identificationKT"pes of features on an O map:

o &oint features ? distinct and usuall" small features, such as boulders,

rootstocks and pits.o Jinear features ? followable, long features such as trails, fences and

streams.o !ontour featuresKfeatures defined on the map b" contour lines such as

reentrants, spurs and gullies.

E&ercise Ma*e $our o+n Ma! O

The teacher takes the students outside to the school "ard and gives each student ablank sheet of paper, pencil and a legend of map s"mbols for the features to be found inthe school "ard. Instruct the students to each draw a simple map of the area,visuali'ing scale and using the map s"mbols provided. The" should get as much detailon the map as possible in about G5H< minutes. 3fterward, the students should self5

evaluate their maps in the classroom based on a displa" of the teacher2s map.3fter the" correct their maps, "ou might want to go back outside with the group andhave them walk around the school "ard, pointing out features on the map and as the"appear in the terrain. It takes a while to get the idea that the map shows prett"accuratel" what2s on the ground.

ain" da" option ? apping a !lassroom (! e$.G@)

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'ssess(ent: The student2s self5made map should show an understanding of the scaleand relative locations of the features depicted.

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Lesson #, Ma! -eading S*ills

Lesson objectives"

6efine rough and precision map reading skills.

7$plain how map reading skills are used to navigate.

Instructional aids"

IO% standard orienteering maps ( per student) with a Fellow course

Instruction" Ma! -eading S*ills

ough map eading (ap simplification) ? 4avigating b" larger featureswhile filtering out small map details "ou don2t need to navigate the current legsegment. e#uires map reading in advance of current location and memori'ingupcoming details, but allows the Orienteer to move #uickl" through the terrain.The maor pitfall is losing contact with "our location on the map. (! p.G=)

&recision map reading (ap to terrain identification) ? 4avigation usingsmall map details, usuall" in the vicinit" of the control site or when relocatingafter an error. e#uires moving more slowl" and e$tra concentration. (! p.G=)

E&ercise" Tal*in. an O %ourse

This e$ercise is done in the classroom and re#uires that the teacher knows precisionmap reading. If the teacher cannot do this, he should ask an orienteer from the localclub to go through this e$ercise with his students.

7ach student should have a cop" of the same orienteering map with the same Fellowcourse on it. The teacher describes navigating through the course for the students

using precision map reading (map to terrain identification), describing how the mapdepicts the terrain details and e$plaining how to visuali'e what would be seen on theground from observing map details. The teacher should describe how to follow thecourse strictl" via map to terrain identification, checking off terrain features that wouldbe seen along the wa" and pointing out how the" are used to keep on course. Thise$ercise should be done without the aid of compass.

'ssess(ent: The student should be able to identif" at least one feature per course legwhen map simplification (rough map reading) could have been used to increase speed.

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-egistration? 7ach person must register, sign a waiver, and pa" a fee.ost local events have da"5of5event registration, but regional and national eventsre#uire pre5registration. !heck websites or call for details. 1ome clubs askschool groups to call ahead so the" can be prepared with enough maps.1tudents under age = must have a parent, guardian or teacher co5sign theirwaiver. 1tudents ma" go out individuall" or in pairs, but each should have a

map. 0eginner instruction? If students have not orienteered before, it2s bestto allow a club coach to give them beginner instruction, even if the"2ve receivedin5school instruction. These instructors have special training and gear that da"2sinstruction to the conditions and courses at the event.

%ontrol descri!tions %lues2? These are provided either at registration,copied from a master, or are printed on the maps. 3skL Master (a!s? an" local events have the competitors cop" theircourses onto -clean/ maps instead of providing pre5printed courses on the maps.If so, instruct students to be ver" careful to cop" the triangle, circles, numbers,and lines, e$actl" as the" appear on the master map. ost clubs also providemap cases to protect the maps. 7ncourage their use.

%ontrol Mar*ers? 3 5sided white and orange flag, on or ne$t to thecontrol feature, with attached control code and punching mechanism, for verif"ingthe feature was visited. Punch cards or Ecards2? Once a control marker is found, punch in thecorrect s#uare on "our punch card. This will prove "ou found the control marker.

3n" missing punches constitutes a result of 64% (did not finish). If 7lectronicpunching is used on "our course, "our punch card will be an 7card (finger stick)that "ou can rent from the organi'ers.(! e$.=)

Instruction" Safet$

7mphasi'e to the students that orienteering event organi'ers have safet" proceduresand rules the" must respect. !ommonl" the" are:

3ll persons must be accounted for b" going through both the 1tart and the%inish, whether or not the" are competitive, or if the"2ve completed the course ornot.

3bsolute time limit on the courses is hours unless otherwise instructed.

&lease be sure each student has a watch and respects the time limit. If carr"ing a safet" whistle, it ma" onl" be blown if "ou are inured andcannot return without assistance. Clowing the whistle if lost is consideredcheating.

!ell phones and other communications devices ma" be carried onl" forsafet" reasons, not for navigational communication.

If "ou go out in a pair or group, "ou must remain with the others until all inthe pair or group cross the %inish line.

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Instruction" %once!ts of 34air Pla$5

7mphasi'e to students that no matter how advantageous it is to them and their friendsto violate -%air &la"/ concepts, it is not allowed and will be considered cheating.

4o following or navigational cooperation with other competitors.

4o helping other competitors unless the" are lost, then give onl" the minimumassistance re#uired to relocate their current position.

4o shouting around controls or bothering other competitors.

0nless the event is a -1core/ format, controls must be visited in numerical order.

6o not move, hide or alter control markers, e$cept to re5hang if it has fallen.

'ssess(ent: 3t the orienteering event, the student should be able to do the following:

!omplete his registration for correctl".

3ccuratel" cop" his course from a master map, if needed.

Identif" @


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4ield Tri! #1 66 'ttend a Local Orienteering %lub Event

4ield tri! focus: ap reading practice

4ield tri! objectives"

6emonstrate the abilit" to do both rough and precision map reading. 6emonstrate how map reading skills are used to navigate.

Teacher objective" Orienteering +ith a local orienteering club

Orienteering club events are open to all and organi'ers welcome school groups.Bowever, please notif" the event director ahead of time of the appro$imatenumber of students "ou will be bringing and if "ou are coming b" bus. Be ma"need to provide "ou with special instructions and can answer #uestions.

7mphasi'e to the students that the" are there to practice map to terrainidentification onl". It2s important that the" master map5to5terrain identification

before the" move on to using a compass, speed and an" other more advancedskills and techni#ues.

The appropriate first course for most students taking this program of instructionwill be the Fellow course. If an" students are having a lot of map readingdifficult", the" should start on the easier White course. 1tudents will learn more ifthe" do the courses individuall", although the teacher has the option of pairing upif so desired.

Procedures for teachers bringing students to a local club event

&lease be sure "ou have the appropriate parental permissions and can sign

event liabilit" waivers on behalf of underage students or have parent5signedwaivers.

If "ou pair up students going out on an orienteering course, please be sure theboth students in the pair are of like map reading and navigational skill and thatthe" understand the" are to remain together at all times while on the course. Westrongl" recommend that each student in the pair has his own map.

Teachers should 4787 instruct the students to remain on the course until the"have located all control sites. 1tudents should rather be instructed that it isabsolutel" mandator" the" return within the event director2s time limit.

If at an" time "ou are concerned about an overdue student, please take "our

concerns to the event director. 4787 send a part" of students out to look foranother student without event director2s permission.

&lease be sure "ou have accounted for all "our students and that all studentshave checked into the %inish before "ou leave the event site.

'ssess(ent: The student should complete the course within the time limit.


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Lesson #7 Using a %o(!ass

Lesson objectives"

Identif" the parts of a compass.

6emonstrate how to use a compass in conunction with an orienteeringmap.

Identif" where on a course to use map orientation, precision compass andrough compass.

Instructional aids"

Caseplate compasses with li#uid5filled housing ( per student)

Orienteering maps with Fellow or Orange courses ( per student)

1chool "ard map drawn to scale with magnetic 4orth lines, if available

Instruction" Parts of a co(!ass Magnetic needle? The red side alwa"s points north.

Housing? The li#uid5filled housing, which ma" includes a >


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Precision co(!ass? 0sing the compass to follow a precise compassbearing, also called -shooting an a'imuth./ 3lwa"s use precision compass inconunction with precision map reading to avoid compass drift over distance.4ormall", precision compass is used for no more thanG< meters.(! p.G*).

E&ercise: 1etting the compass for a precision bearing.

o

&lace either long side edge of the compass baseplate on the intended lineof travel on the map with the direction of travel arrow pointing in thedirection "ou intend to travel on the map.

o otate the compass housing until the magnetic north orienting lines

painted inside the compass housing are parallel to the magnetic northlines on the map 346 the orienting arrow on the compass housing ispointing toward north on the map (4 on be'el points to north on map).

o easure the distance on the map to be traveled on this bearing.

o Take the compass off of the map and hold it in the palm of "our hand with

"our hand parallel to the ground and with the thumb along the side of thebaseplate and the direction of travel arrow pointing the same direction as

"our nose.o otate "our entire bod" until the red end of the magnetic needle comes to

rest inside the north magnetic orienting arrow on the compass housing.o %ollow the direction of travel arrow on the compass while keeping track of

where "ou are on the map.'ssess(ent: The student should be able to accuratel" set a compass to thedesired a'imuth.

-ough co(!ass? 0sing the compass to follow a general direction, suchas 747 or 11W. The compass is used to orient the map, then to determine andfollow a general direction. ough compass is used to travel longer distances

#uickl". While on rough compass, the orienteer should maintain contact with themap via rough map reading in order to avoid parallel errors.(! p.GG) E&ercise: 1etting the compass for a rough+general direction.

o %old and hold "our map so that "our general direction of travel on the mapis the same direction as "our nose.

o easure or estimate the distance on the map to be traveled.

o &lace "our compass on the map with one side edge roughl" on, but to theside of, "our planned line of travel with the direction of travel arrowpointing in the direction "ou intend to travel.

o otate "our bod" to orient the map using the magnetic needle on the

compass.o 4ote "our general direction of travel on the map (747, 11W, 17, etc.)

o Bolding the compass and the map in the same hand, follow "our general

direction of travel while periodicall" glancing at the compass to re5orient"our map to north.

o 0se rough map reading to keep track of where "ou are on the map as "oumove #uickl" through the terrain.

'ssess(ent: The student should be able to determine and set arough+general compass direction for a leg on a course using the map.


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Ma! vs9 co(!ass? 7mphasi'e the compass as a tool to use with themmap, not the primar" navigational tool. 4ovices tend to rel" too much on thecompass and do not do enough map reading.

E&ercise Endangered ':i(uth O

7$plain that precision compass (shooting a'imuths) should onl" be used when

necessar" as the" waste competition time and detract from the higher skill of mapreading. 1tudents will remember this if "ou tell them, -3'imuths are an endangeredspecies because Co" 1couts shoot too man" of themL/ On their orienteering maps,have the students identif" where on the course the" will need to use a compass. The"should use the following compass use ke", writing the appropriate letters on the map atthe location where the" will use each method:

-O/ where "ou need to orient "our map

-/ where "ou need rough compass

-&/ where "ou need precision compass (shoot an endangered a'imuth)

'ssess(ent: The student should demonstrate the following with at least @


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Lesson #; Measure(ent Part 1 Pace %ounting

Lesson objectives"

6emonstrate using a bar scale to measure distance on a map.

6efine pace counting.

6erive "our individual pace counts and demonstrate how the" are used tomeasure distance.

Instructional aids"

Caseplate compasses with li#uid5filled housing ( per student)

asking tape and pens

Orienteering maps with Fellow or Orange courses ( per student)

Instruction" Measure(ent is ver$ i(!ortant %ontrol escri!tions

Lesson objectives"

6escribe the purpose and use of !ontrol 6escriptions.

ecogni'e the s"mbols used in !ontrol 6escriptions.

Instructional aids"

!ontrol 6escription instruction sheetP from ( per student)

Clank control description sheetsP ( per student)

Orienteering maps with courses, control descriptions should be foldedback or temporaril" covered up. ( per student)

P!ontrol description sheets and instructions follow lesson. !ontrol description sheet created forthis lesson and ma" be duplicated for use with it. Instructions reprinted with permission and ma"be duplicated for classroom use. &lease see IO% website for full IO% specifications.

Instruction" %ontrol descri!tions %lues2

There ma" be several items inside a control circle on the map. In order to know whichitem is the control feature and other necessar"5to5have information about the controlsite, "ou are given control descriptions, collo#uiall" -!lues/.

What the" are ? The International Orienteering %ederation (IO%), theworld5wide governing bod" for orienteering, established a set of s"mbols and amethodolog" for displa"ing control descriptions in a s"mbol grid, known as a!lue sheet. Ceginner (White and Fellow) courses usuall" also have written5outcontrol descriptions for beginners who do not "et know the s"mbols.

Wh" "ou need them ? 7ach control marker has a uni#ue code with which

the Orienteer can verif" that he has found the correct marker. This code is foundon the !lue sheet. !ontrol descriptions also give "ou other information such aswhere in relation to the feature the marker is hanging, the si'e of the feature, andwhatever other information the course setter deems important so that the markeris found b" navigational skill, not luck.

E&ercise Haven.t ?ot a %lue O

9ive each student a blank control description sheet and the instructions for the controldescription s"mbols and methodolog". 9ive each a map with a course on it, but withthe control descriptions folded to the back or covered up. Instruct students to use thematerials to make a clue sheet for the course, assuming the feature is in the precisecenter of the circle. 3fterward, compare it to the control description sheet on the map.

%or more practice in learning !ontrol 6escriptions, an online #ui' on controldescriptions can be found at www.fortnet.org+icd.

'ssess(ent: The student should be able to identif" the correct s"mbol for the controlfeature and place it in column 6 of the correct row of the description sheet with =


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%ontrol escri!tion Sheets

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1tart Q

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1tart Q

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1tart Q

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IO4 %ontrol escri!tion S$(bols

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IO4 %ontrol escri!tion S$(bols

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Lesson #A Bavigation Part 1

Lesson objectives"

7$plain the importance of pre5competition stud" of map and controldescriptions. 3c#uire awareness of visibilit" of terrain for navigational purposes.

6emonstrate map folding and thumbing as a navigational aid.

Instructional aids"

Orienteering maps with Fellow course ( per student)

Instruction" Bavigation Part 1 66 Overvie+

4avigation is the ke" element in orienteering. Orienteering courses are designed to beG


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Lesson #1 Bavigation Part )

Lesson objectives"

7$plain the importance of contours or the map.

6emonstrate the abilit" to read contours and use them for navigation.

Instructional aids"

Worksheet of contours and side5view illustration as described in ! e$.H

Orienteering maps with Orange course ( per student)

Instruction" Bavigation Part ) %ontours

On most orienteering maps, the maorit" of information is contour information.!ontours are the most important, and most likel" ignored, features on a topo map.!ontours show the shape and steepness of the terrain. The" should be read ingroupsN one contour line rarel" gives "ou sufficient information about the terrain.

E&ercise: ! e$.H ? 3rmchair O

'ssess(ent: The student should be able to determine the correct answers on thee$.H worksheet @


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Lesson #11 Bavigation Part ,

Lesson objectives"

7$plain the importance of stud"ing the control area as part of navigation.

6escribe specific techni#ues for navigating into the control site.

Instructional aids"


Instruction" Bavigation Part , %ontrol 'rea

The control site and its surroundings are the goal of navigating an orienteering leg.There are certain techni#ues that can help the student make the process of finding thecontrol marker easier.

%ontrol enlarge(ent? 4o control feature is sitting out there b" itselfNthere2s alwa"s something around it or nearb" it. 7nlarge "our perception of the

control b" making it ph"sicall" bigger and thus easier to find. %or e$ample, seethe control feature not as ust a boulder, but a boulder on a specific hill. %ind thehill first and finding the boulder becomes easier. (! p.>


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'ssess(ent: The student should be able to find at least one attack point for eachcontrol circle. The should be able to identif" either a collecting or a catching feature for@


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Lesson #1) Bavigation Part /

Lesson objectives"

7$plain the importance of stud"ing the control leg in navigation.

6escribe how to decide upon the best navigation route for their skill level.

6emonstrate specific techni#ues for planning route choices.

Instructional aids"


Bighlighters ( per student)

Instruction" Bavigation Part / -outes and %hoices

0rea*ing legs into leg seg(ents? C" breaking a leg from control tocontrol into smaller segments, "ou are in effect making the leg simpler tonavigate. 7ach segment can be navigated using the skills and techni#ues right

for that segment, as well as at different speeds. (! p.G; -9reen light, "ellowlight, red light/)

Obvious and subtle handrails? 3 handrail can be an" features "ou canfollow on "our wa" to a control feature. Obvious handrails include trails, streamsand edges of clearings. 1ubtle handrails are usuall" contour features such asridges and edges of hillsides. (! p.G;)

'i(ing off? If "ou are taking a compass bearing to find a point on alinear feature, "ou might miss it due to drifting off "our bearing. Tr" setting "ourcompass to deliberatel" miss the point to the left. Then when "ou hit the linearfeature, "ou know to turn right to arrive at "our point. %or e$ample, set "ourcompass to hit a trail 4orth of a trail unction, knowing that "ou would onl" have

to go a short distance 1outh on the trail to find the unction. (! p.>)

o Identif" control on the map and read the control description.

o 7nlarge the control and identif" surrounding terrain.

o Jook for attack points, collecting and catching features.

o Identif" handrails that could help guide "ou to the control vicinit".

o &lan at least H routes from "our current location to the control.

o Creak each route into leg segments and determine skills and techni#uesneeded for each segment.

o !hoose the route choice that is within "our navigation abilities with theleast amount of error probabilit".

E&ercise oing O M$ 8a$

0sing their maps from 6iagram O in Jesson , have students decide on and highlighttheir personal best route choice to their chosen attack point for each course leg,breaking the leg into segments and using handrails when appropriate.

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'ssess(ent: The student should be able to show a route choice for the course whichuses at least one direction change on =


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Lesson #1, Bavigation Part 7

Lesson objectives"

7$plain the need to balance the ph"sical and mental aspects oforienteering.

7$plain the importance of concentration in navigation.

6escribe how to re5ac#uire "our location on an orienteering map.

Instructional aids"


&aper, pens or pencils for ! e$.G>

Instruction" Bavigation Part 7 E&ecuting the Plan

7$ecuting outes ? 7$ecuting a route choice re#uires concentration combined withph"sical effort. Calancing them is importantN "our brain needs o$"gen to think, but "ou

won2t do well if "ou don2t move #uickl". If "ou have properl" planned "our route choice,"ou should have no trouble e$ecuting it unless: (! p.>H)

Fou over5estimated "our map reading skills

Fou under5estimated how much o$"gen "our brain needs

Fou got distracted and wandered off course

Fou didn2t properl" evaluate the visibilit" of the terrain

Fou didn2t trust "our abilities and followed someone.

Instruction" -ecover$ C relocation

!ontrar" to most claims, the map and compass are most likel" not to be blamed for

poorl" e$ecuted routes. Cut there2s hopeN "ou ust need to determine "our currentlocation and plan "our route again. If "ou don2t know where "ou are: (! p.>H)

1topL 6on2t make the situation worse.

emember "our last know location and mentall" list several features"ou2ve seen since and tr" to find them on the map.

6etermine features around "ou and tr" to find them on the map.

6etermine likel" mistakes and where the" might have led "ou.

If "ou have a likel" guess of location, verif" it b" testing that location on ashort leg, identif"ing features "ou would find.

4o -creative landscaping/, don2t lie to "ourself.

If #uick relocation fails, determine the nearest linear feature "ou can2t misson a rough compass bearing, run to it, then run along it, looking at features, until"ou can positivel" identif" "our location on the map. Ce aware of time limits and how long it will take "ou to get to the %inishline. 6o not allow "ourself to be overtime.

E&ercise: ! e$.G> ? ap emor" 0nder 1tress, in school "ard or athletic field.

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'ssess(ent: The student should be able to accuratel" draw at least one leg duringe$.G>. Jess fit students should be given less ph"sical stress.

Lesson #1/ ?oing for the %ha(!ionshi!H)

o 9et plent" of sleep, eat breakfast, h"drate, rela$.o 1et a goal for the event based on previous errors.

o 7valuate "our ph"sical and mental well being and adust competitionstrateg" to compensate for an" weakness or inur".

o 6ress appropriatel". Tape as recommend b" trainer.

o Ce sure "ou have compass, watch, whistle, punch card or 7card.

o Take "our time going to (don2t blow the first control).

o Whenever possible, plan "our routes before "ou need to take them inorder to minimi'e standing still.

o 3s "ou approach a marker, plan "our e$it, either in the direction of "our

ne$t route, or to move awa" from the marker to plan. 6o not give awa"the marker location to "our competitors.o !heck the control code and punch, as efficientl" as possible.

o Duickl" move off in the direction "ou have alread" determined.

o 6on2t let other competitors distract "ou.

o Aeep h"drated, drink water at water stops or carr" "our own.

o Aeep track of "our time, don2t panic, breath evenl".


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&ost5competition procedures and 7valuation (! p.>)o 3fter "ou finish, re5h"drate, then pull out "our map and a pen and a

highlighters. 6raw "our route as "ou actuall" ran.o 6raw (in another color), an" alternative routes that might have worked

better, plus an" attack points "ou should have used and didn2t. arkwhere "ou feel "ou made an error.

o &ut "our name, date and elapsed time on the map.o In "our competition log, write a self5evaluation of "our course. 4ote

particularl" an" trends or tendencies for error. 1uggest goals for futureevents and what "ou need to work on in training.

o 3sk "our coach to go over "our run with "ou and make suggestions for

training and future competition strategies and goals.o Take "our map home where "ou can stud" it, re5run the course mentall",

and think about improvements in navigation.

'ssess(ent" The student should set up and maintain a competition log that the

teacher evaluates periodicall".


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4ield Tri! #, 66 'ttend a Local orienteering %lub event

4ield tri! focus: 7valuation

4ield tri! objectives"

6emonstrate orienteering skills and techni#ues ac#uired:o &recision map reading and precision compass use along with measurement

and pace countingo ough map reading and rough compass use with distance estimation

o &re5competition map stud"

o %olding and thumbing the map

o 8isual distance si'e estimation

o Interpreting and using contour information

o !ontrol enlargement

o !hoosing and using attack points

o 0sing collecting and catching featureso Identif"ing route choices

o 0se of handrails

o 3iming off with a compass

o 7$ecuting a route choice

o ecover" from a navigational error

Teacher objective" Pur!ose of attending the orienteering event

3 field trip to a local orienteering club event should be done as an evaluation of what thestudents have learned and in what areas the" need more training. 7ach student shouldnow be read" to do an Orange course individuall".

7mphasi'e to the students that the" are there to practice all the navigational skills andtechni#ues the" have learned and to learn from the e$perience in order to adust bothph"sical and mental training for future competitions.

E&ercises" The following should be done after ever" orienteering competition"

! e$.G= ? &ost ortem and !ourse 7valuation! e$.G; ? 6rawing !ourse in eview

'ssess(ent: The student should demonstrate his abilit" to draw his actual route onhis course map. Be should be able to knowledgabl" discuss his errors and complete ananal"sis of competition entr" into his competition log.

Unit Evaluation: The student should be able to complete an Orange course within Gminutes per kmN or for less fit students, within the time limit without making an" maorerrors.

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'dditional Internet -esources for Orienteering

0.1. Orienteering %ederation (01O%): http:++www.us.orienteering.org

International Orienteering %ederation (IO%): http:++www.orienteering.org

-%lue/ (download shareware for creating control description sheets, R


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?lossar$ of Orienteering Ter(inolog$

4or a Disual ?lossar$ +ith (a! e&a(!lesF !lease seehttp:++orienteeringunlimited.com+visualglossar".htm

'i(ing Off? 1et the compass to deliberatel" miss to one side of a point on a

linear feature so that "ou know which wa" to turn upon hitting the linear feature tosee the desired point.

'ttac*? The process of getting "ou from the attack point to the control feature.

'ttac* Point? 3n easier5to5find feature near the control feature from which thecontrol feature can be located.

':i(uth or 0earing? The numeric degree indicating direction of travel on acompass.

0ar Scale? 3 measurement aid on a map, showing the length on the map ofintervals of a common distance, usuall"


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%ontrol? 3 general term used to designate the control site or control marker.

%ontrol Mar*er? 3 standard 5sided white and orange flag, on or ne$t to thecontrol feature, with attached control code and punching mechanism, for verif"ingthe feature was visited.

%ontrol %ircle? 3 circle drawn around a feature on the map to indicate thelocation of a control markerN the area in the terrain designated b" the circle on themap. The control feature should be in the e$act center of the circle.

%ontrol %ode? Jetters or numbers on a control marker which identif" themarker. This identification for the control marker is also on the controldescription sheet.

%ontrol escri!tion %lues2? 3 list given to each participant which, for eachcontrol circle on the map, gives the control code and describes the ph"sicallocation of the control feature within the circle on the map. 0ses IO% s"mbolog"for mid and upper level courses.

%ontrol Enlarge(ent? The process of mentall" and visuall" e$panding thecontrol feature to include the larger feature on which the control feature sits,including surrounding features, for the purpose of navigation.

%ontrol 4eature? 3 mapped terrain feature which is the navigational goal of thecourse2s leg.

%ontrol Bu(ber? 3n identif"ing number drawn beside each control circle on amap, which identifies the control and indicates the order in which the controlsmust be visited.

%ontrol Punch? 3 small plastic device with a specific pin design attached to thecontrol marker and used to verif" the control feature has been visited when

manual punching is used. 1ee -!ontrol 0nit/ for electronic punching.%ontrol Site? The location of a control marker in the terrain.

%ontrol Unit? 3 small electronic bo$ attached to the control maker used to loadverification of visit onto an 7card when electronic punching is used.

%ourse? 3 series of circles on the map which indicate the control markers to bevisited, or the route in the terrain between the control markers.

%ourse Length? The distance, as the crow flies, of an orienteering course,going through each control feature but around uncross able water (lakes).

%ourse Setter? The designer of the course, the person who places the control

markers in the terrain.

%reative Landsca!ing? Talking "ourself into believing that the terrain around"ou matches a location on the map where "ou wish to be when it does not.

irection of Travel 'rro+? The painted arrow on the compass baseplate thatis used to indicate direction of travel once the compass is set and aligned tomagnetic north.

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istance Esti(ation? 9auging length of travel or b" udgment rather thanmeasurement.

B4? 6id 4ot %inish ? 6esignation for results when all control markers on thecourse were not visited in the allowed time limit.

o+nload? Baving "our 7card (finger stick) read into the esults computer atorienteering event using 7punching.

Ecard or finger stic*2? 3 plastic stick containing an electronic chip, attached toa loop that fits the finger, used to record punches at control when electronicpunching is used.

E!unching electronic !unching2? 3 s"stem of electronic verification of visitsto control markers.

4eature? 3 specific terrain detail or obect depicted on a map.

4inger Stic*? 3nother name for 7card.

4inish? 3 double circle used to locate the end of the course on the map, theactual location where elapsed time ends on the course.

4ive6%olor? The IO% standard of ink colors used to depict features on the map,actuall" si$ colors, since the map paper would alread" be white.

Clue ? water features

Clack ? rock features and man5made features

White ? normal, open woods

9reen ? thick vegetation, shades patterns denote t"pe

Fellow ? non5wooded land, shades patterns denote t"pe

Crown ? natural non5rock features and contour lines

4or( Line? 3 dashed contour line indicating a terrain shape between contourintervals.

?reen %ourse? 3 medium5length e$pert level orienteering course.

Handrail? 3 linear feature which can be followed during navigation.

Housing? The part of a compass that contains the magnetic needle, usuall"filled with fluid and turnable.

Inde& %ontour? 7ver" Gthcontour line, drawn bolder to aid in determiningelevation change.

IO4? The International Orienteering %ederation, which sets standards for map,rules and other methodolog" for orienteering world5wide.

Gnoll? 3 small mound or hill indicated b" a brown dot on the map.

Leg? The portion of a course between two control features.

Leg Seg(ent? 3 portion of the leg, broken down for separate navigationtechni#ues.

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Legend? 3 list of the s"mbols use to represent features on the map.

Linear 4eature? 3 feature with measurable length such as a trail, stream orfence.

Magnetic eclination? The angle between true north and magnetic north.

Magnetic Borth? The direction toward the earth2s magnetic pole, the northindication to which orienteering maps are aligned.

Magnetic Borth Lines? Thin lines running through the map with an arrow onthe end of the lines pointing north. These lines are at G


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Orienteering %lub? 3 group of people who work together to make orienteeringmaps and hold orienteering events in a specific geographical area.

Orienteering Ma!? The two5dimensional topographic depiction on paper of theterrain, drawn to IO% standards.

Orienting 'rro+? The painted arrow on a compass housing, used for aligningthe compass to north on the map and for aligning the compass to the magneticneedle during the process of taking a precision compass bearing.

Orienting the Ma!? Turning the map to match magnetic north with the northmarkings on the map, matching the orientation of the map to the features in theterrain.

Overti(e? 8iolating the time limit on a course during competition.

Pace %ounting Pacing2? 3 s"stem of counting steps or double5steps tomeasure distance.

Point 4eature? 3 distinct feature in the terrain that is not linear, a precise

location.

Precision %o(!ass? 1etting and following a numeric compass bearing ora'imuth.

Precision Ma! -eading? ap reading b" careful matching of map to terrain.

Protractor? 3 device for measuring angles to enable a compass to set adirection of travel.

Punch %ard? 3 scorecard which is marked b" a punch at each control marker,verif"ing the marker was visited when manual punching is used.

Punch? 3 small plastic device with a specific pin design attached to the control

marker and used to verif" the control feature has been visited when manualpunching is used. 1ee -!ontrol 0nit/ for electronic punching.

Punching? The act of marking a punch card or 7card at the control marker toprove it has been visited on the course.

-ed %ourse? The medium5long length e$pert level orienteering course.

-ecover$? e5planning of navigation after making an error and relocating.

-eentrant? 3 small valle" or draw defined b" contour lines which is a naturalwater runoff.

-elocation-elocating? The process of re5establishing location on a map, usedwhen map contact has been lost.

-ootstoc*? The upturned roots of a fallen tree, with or without the trunk.

-ough %o(!ass? %ollowing a general compass direction, such as 747 or 1W.

-ough Ma! -eading? eading onl" the amount of map information needed forthe current navigational techni#ue being used.

-oute? The actual line of travel taken on a course.

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-oute %hoice? 3 series of navigational processes for getting from one controlfeature to another, the actual route on the map to be navigated.

Saddle? The low point between two hilltops bisected b" two reentrants.

Scale The si'e relationship e$isting between the map and the terrain.

Score Event? 3 variation of standard orienteering in which control sites can bevisited in an" order and all control sites do not have to be visited.

Sighting? &icking out an obect ahead in "our direction of travel and #uickl"moving to it, then picking out another obect aheadN used to eliminate the needfor constantl" glancing at "our compass.

Si:e Esti(ation? 8isuali'ing how si'eable and visible a map feature will be inthe terrain.

S!ur? 3 slender finger of land utting out from a hillside.

Start? 3 triangle used to locate the beginning of the course on the map, the

actual location of the starting point of the course.Tag lines? 1mall lines drawn at right angles off a contour line, indicating thedownhill direction, used when up and down cannot be clearl" determined.

Terrain? The surface features of an area of land.

Thu(bing? Aeeping the tip of "our thumb on "our current location on the map,a techni#ue for folding and holding the map with the thumb on "our location.

To!ogra!hic To!o2 Ma!? 3 map depicting terrain, drawn to scale andshowing relative position of features and elevation. Orienteering maps are a t"peof topo map.

True Borth? The direction toward the earth2s geographic pole.

USO4? The 0nited 1tates Orienteering %ederation, which is the governing bod"and sets rules and guidelines for the sport of Orienteering in the 013.

Detter? 3n e$perienced orienteer who tests the courses and advises the coursesetter as to their accurac".

Disual istanceDisibilit$? The sight distance e$isting in the mapped terrain,usuall" changes b" season.

8hite %ourse? The basic beginning orienteering course and competitive coursefor those age H and under.

ello+ %ourse? The orienteering course for beginners who have some mapreading skills, the competitive course for those age 5*.

@+H*+H

lesson Orienteering

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