Orienteering Curriculum Packet Jan 14 - Calvin Crest...Base Plate: the rectangular plate of an orienteering compass on which the compass housing is mounted. It contains the direction

Orienteering

OrienteeringUnitTravelingbyCompass

CONTENTS:

INTRODUCTION 3

ORIENTEERINGLESSONPLAN 4 Activity#1-IntroductiontoCompasses 4 Activity#2-UsingtheCompasstoDetermineBearings 9 Activity#3-PokerChipHunt 11 Activity#4-CompassGame 13 Activity#5-Pacing 16 Activity#6-Mini-OrienteeringCourse 18 OptionalActivity-BlindfoldWalk 23

TRAILMAP 26APPENDICES 27

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OBJECTIVES:Thestudentshalllearn: Howtoreadanduseacompassfornavigationandtravelfromonepointtoanother. Toappreciatethevalueoftravelaidssuchascompasses,maps,streetsigns,etc.in his\herdailylife Tobemoreself-conZidentinhis/herabilitytomasterausefulskillthroughan enjoyableandchallenginglearningexperience.

MAJORCONCEPTS:~Importanceofvisualreferencepointsinsafenavigation~Partsofacompassandeachpart’sfunction~Determinationofcompassbearings~Declination,andhowtocorrectforthedifferencebetweenmagneticandtruenorth~Travelfromonepointtoanotheraidedbyacompass~Distancedeterminationbypacing

MATERIALSNEEDED: -22Compasses -30NumberedPokerChips -22Pencils -CompassBearingCardsforPokerChipHunt

- CompassBearingWorksheetsforCompassGame- Mini-Orienteering/PacingWorksheets

-1Teacher’sGuide

SUPPLEMENTALRESOURCESAVAILABLEBeanExpertwithMapandCompassbyBjornKjellstromYourWaywithMapandCompass-OrienteeringbyJohnDisley

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ORIENTEERING-INTRODUCTION:Weallmakeuseofmapsandcompassdirectionsinoureverydaylives,whetherconsciouslyorunconsciously.Wheneveryouplantogoonatrip—whetheryouareZlying,driving,orwalking,yougetoutmapsorchartsandtrytoZigureouttheshortestway,theeasiestway,orthewaythatwilltakeyoupastthegreatestnumberofinterestingplaces.

Wheneversomeoneasksyoufordirections,oryouaregivendirectionsbyanother,yourbrainautomaticallytriestodrawamapofwhereyouaresendingsomeoneorgoingyourself.Asstudentstraveltoandfromschool,theyplanouttheirroutesandmakedecisionsondirections.Iftheyarelatetheythinkaboutshortcutstheymaytake.Iftheyhavesometimeontheirhandsonthewayhome,theymayplanadetourtogobyabestfriend’shouseortoanearbystore.Manyofthesedecisionsaremadealmostwithoutthinkingwhennearhomeorschool,andpicturesofprominentlandmarkscometomindwithlittleornoeffort.However,whenwetravelinunfamiliarterritory,particularlyinwildernessareas,mapsandcompassesbecomeextremelyvaluabletools.

Peoplemayask,“Whybotherwithmapsandcompasseswhenroadsandstreetsandeventrailsareusuallyclearlymarked?”SomepeoplethinkthatmapsandcompassesaretoodifZiculttouseandareonlyusefulforexplorersandsurveyors.AsthestudentswillZindoutastheygothroughthiscourse,travelingbycompasscanbeinteresting,rewardingandchallenging(butnotimpossible!).Properlyused,acompasswillenableapersontosafelytravelshortorlongdistancesinthewildernesswithouttheaidofroads,streetsigns,oreventrails.Exploringcanbedonemuchmoresafelyandismorefunifoneisproperlyequippedandtrainedtodoso.

Byusingmapsandacompasstogether,onecouldtraveltoalmostanydestinationintheworld—giventhetime,energyandofcourse,money.Apersoncouldcertainlygainamoreintimateknowledgeofanynearbywildernessareabyusingamapandacompassasexplorationaids.

In“Orienteering”itisourhopetogivethestudentsabetterunderstandingofjustwhatacompassis,howtobestuseittogetwhereyouwanttogo,andtohavealotoffunlearning.Wehopethatyou,theteacher,willenjoytheactivitiesofthislearningexperiencewiththem.Inthisparticularcourseweareconcentratingontheuseofthecompass—withoutmaps.ThecourseisdesignedtobefairlysimpleandstraightforwardwiththegoalofhavingstudentsfeelverycompetentintheuseofcompassesbythetimetheyhaveZinished.Itwouldbehardtodoeitherskill(useofcompass,mapreading)justicebycombiningthemintoasingletwoandone-halfhourcourse.

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ORIENTEERING-LESSONPLAN

Activity#1-IntroductiontoCompasses

ActivityOverviewInthisintroductoryactivity,studentswilldiscussbeinglost,describevisualaidstheyuseintravelingfromoneplacetoanother,andbeintroducedtoorienteeringcompasses.Theywilllearnthepartsofthecompassandeachpart’sfunction.

FocusQuestions1.HowdoyougoaboutZindingyourwayfromoneplacetoanother?2.Whatarethepartsofacompass,andwhataretheirfunctions?

MainIdeas1. Manyaidsareavailabletoenableustotravelfromoneplacetoanotherwithoutgettinglost.Suchaidsinclude,butarenotlimitedto:mapsandcharts;writtenororaldirections;travelingwithcompanionswhoknowthearea;useofvisualaids(landmarks);useofacompass.

2. Anorienteeringcompassisausefultoolfornavigatingifusedcorrectly.3. Itisnecessarytoknowthepartsofthecompassandthefunctionofeachpartinordertousethecompasscorrectly.

ActivityOrganizer

ObjectivesBytheendoftheactivity,studentsshouldbeableto:1. Explainwhatvisualaids(landmarks)are,andhowtheycanbeusedtotravelfrom

oneplacetoanother.2. Namethethreepartsofanorienteeringcompassanddescribetheirfeaturesand

functions.

Materials Compasses DiagramBoard:PartsofaCompassandMagneticNorthv.TrueNorth

TimeRequired20minutes

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LocationAttheseatsbythebasketballcourtorattherecreationZield.

TermsBasePlate:therectangularplateofanorienteeringcompassonwhichthecompass

housingismounted.Itcontainsthedirectionoftravelarrowsandscalesformeasuringdistancesonmaps.Itistransparentsothatamapcanstillbereadwhenthecompassisplacedonit.

Bearing:adirectionwhichisstatedincompassdegrees.CardinalPoints:thefourprincipalpointsofthecompass:north,south,east,andwest.Compass:instrumentfordeterminingdirectionswiththehelpofastripofmagnetized

steelswingingonapivot.CompassHousing:thepartofthecompassthat“houses”theneedle;onorienteering

compassesitisliquid-Zilledandturnable.Therimismarkedwiththeinitialsofthecardinalpointsandgraduatedinthe360degreesofacircle.

Declination:differenceindegreesbetweenmagneticnorthandtruenorthdirectioninanygivenlocation.InthiscentralpartofCalifornia,thedeclinationisapproximately13°east.Thatmeansthatthemagneticneedleispointing13°eastoftruenorth.

DirectionofTravelArrow:thelineinthebaseplatedirectlyinfrontoftheIndexPointerwhichpointsinthedirectionoftravelwhenthecompassisoriented.

IndexPointer:Thewhitelineinthebaseplatewhichisusedasareferencepointtosetthebearingwiththerotatingcompasshousing.

Landmark:afeatureinthelandscapethatcanbeeasilyrecognized.MagneticNeedle:themagnetizedpieceofsteelthatspinsfreelyonapivotpointina

compass.Ittendstopointtowardsmagneticnorth.MagneticNorth:directionthemagneticneedleonacompasspoints,whichisdifferent

thantruenorth.OrientingLinesofCompass:linesontheinsidebottomofthecompasshousingparallelto

theN-Sorientingarrowofthecompasshousing.Usedtoorientthecompasswiththenorth-southlinesonamapwhenthecompassisusedinconjunctionwithamap.

WhattoDo1. AnexcellentwaytointroducetheOrienteeringcourseistoaskstudentsifanyof

themhaveeverbeenlost,andifso,todescribetheirexperiences.Inalmosteverygroupsomeonewillhaveexperiencedbeinglostorseparatedfromhis/herparentseitherinamall,largedepartmentstore,oramusementparklikeDisneylandorMagicMountain.Allowseveralstudentstosharetheirmemoriesoftheexperience-whattheyfelt,whereandwhendidthe

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experienceoccur,howitwasresolved.Thenposethequestion,“Whataresomewaysthatwecanpreventourselvesfrombecominglostwhenwetravelinunfamiliarplaces?”**IfstudentshavealreadytakentheSurvivalcourse,ortheGLOBEcourse,theyshouldbeatleastslightlyfamiliarwithsomeoftheterminologythatisgoingtobeintroducedhere.Reinforcethelearningtheyhavehadbywayofareviewdiscussionofwhattheyalreadyknow.

Intheensuingdiscussionaboutwaystoavoidgettinglost,strategiesthatmightbementionedcouldincludeusingmaps,travelingwithcompanionswhoarefamiliarwiththearea,askingfordirections,Zindingoutaboutlocallandmarks,andpossiblyevenusingacompass.Youmightwanttoreinforcetheconceptofourneedforvisualaidsinnavigation.Askthestudentswhatsomeofthevisualaidsarethattheyuseeachdayingettingfromplacetoplace(hometoschool,schooltoafriend’shome,etc.).Visualaidsmightincludestores,streetsigns,largetrees,orothereasilydistinguishablelandmarks.Haveseveralstudentsorallydescriberoutesfromhome(orsomeotherplace)toschool,abusiness,orafriend’shome.

ExplainthatthefocusofthiscourseistoteachstudentstoZindtheirwayinanunfamiliarareausingonlyonetool,acompass.Thecompassenablespeopletoachievetwoprinciplegoals:1)determineanexactbearing(direction),2)travelinastraightlinefromonepointtoanother,evenoverlongdistances.

2. Thecompassesshouldnowbegiventothestudentsanddescribedastoolswhichenablesustotravelinastraightline.Wecan,therefore,potentiallytravelfromanygivenstartingpointtoanygivendestinationwhenweknowwhichdirectionwewanttogo.Itisextremelyimportanttoemphasizetwokeyconceptsatthispoint.1.)Thecompassisatoolandnotatoy;pleaseuseitcarefullyanddonotswingitaroundorotherwisehandleitcarelessly.2.)Thecompassneedstobe“worn”correctlyatalltimesduringthecourse.Thatis,itneedstobehungfromthestudents’necksbytheattachedcord.

3. Explainthattheorienteeringcompassconsistsof3basicparts:themagneticneedle,revolvingcompasshousing,andtransparentbaseplate-eachwithitsownspecialfunction,butallthreemustbeworkingtogethertomakeanefZicientandusefultool.Havestudentsexaminetheircompasses,andwatchyouruseofthecompassasyouexplainthefunctionsofeachpart.

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A.TheMagneticNeedle:Theneedleissuspendedonaneedle-sharppointonwhichitfreelyswings.Thenorthendoftheneedleispaintedred-andwillpointtowardmagneticnorth.(Explanationofthedifferencebetweentruenorthandmagneticnorthfollowsinthedescriptionofthecompasshousing.)

B. TheCompassHousing:Therimismarkedwiththeinitialsofthe4“cardinalpoints”-North,South,East,andWestandisdividedintodegreelines.Thelinesrepresenttheeven-numbereddegrees(2°,4°,6°,8°).Eachspacebetweenthelinesonthehousingrepresents1o.Thespacesrepresenttheodd-numbereddegrees(1°,3°,5°,7°,9°).Every20degreesismarkedbyanumber(exceptthepointsN,S,E,W).Thetransparentbottomofthecompasshousingismarkedbyanarrowthatpointsdirectlytothehousing’s360oNmarking.Thisistheorientingarrow.Whenthecompassisusedwithamap,theorientingarrowislinedupwiththenorth-southmeridianlinesonthemaptohelpdeterminedirectionoftravel.Severallinesareengravedinthebottomofthecompasshousingwhichrunparalleltotheorientingarrow.Theselinesarethecompassorientinglines.Declinationmarksarealsoimprintedinthebottomofthecompasshousing.Theredmarksserveasreferencemarkersforliningupthemagneticneedlesothatthecompassusercanbecorrectlyoriented.Pointoutthattherednorthendofthemagneticneedlemustalwaysbepointedtowards13°tobecorrectlyorientedwhilethecompassisbeingusedinthisarea.Thatis,itisturnedsothattheorientingarrowonthecompasspointstowardtheNorthPole(truenorth)whilethemagneticneedlepointstowardsthemagneticnorthpole.ShowthestudentsthediagramofNorthAmericawhichillustratesthedifferencebetweentruenorthandmagneticnorth.Explainthatifthisdifference(declination)werenottakenintoconsideration,travelersusingamapandcompasstogetherwouldendup

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goingthewrongdirection.Studentscanseeonthemapthattheamountofdeclinationchangesfordifferentareas.Demonstratehowtoproperlylineupthemagneticneedlewiththe13°eastdeclinationmark.Thecompasshousingisattachedtoarectangulartransparentbaseplateinsuchawaythatitcanbeturnedeasily.

C.TheBasePlate:Therectangularbaseplatehasawhitelineengravedintheblackrimunderthecompasshousing.Thewhiteline(ontheblackbackgroundofthecompasshousing)iscalledtheIndexPointer.Itshowsatwhatdegreenumberthecompasshousingisset.Extendingfromthatwhitelinetothefrontedgeofthebaseplateisaredlinewithseveralnumbersbesideit.ThelineitselfiscalledtheDirectionofTravelArrow.Thislineshowsthedirectioninwhichtheuserisfacingortraveling.Theedgesofthebaseplatehavemarkingsformeasuringdistancesinmillimetersorinches,dependingonthescalebeingusedonthemapbeingused..

4. Reviewthethreepartsofthecompassandhavestudentsnameanddescribethem.Askstudentstopickoutseverallandmarksthatmightbeusefultohelpthemtravelaroundtheoutdoorschool.Havethemexplainwhytheypickedtheonesthattheydid.Remindthemthatitisalwayshelpful,eveniftheyaretravelingwithamapandacompass,tonoticeanduselandmarksastheytravel.

5. Ifyouintroducedthecompassesatthebasketballcourt,travelovertotherecreationZieldtodothenextactivity.

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Activity#2-UsingtheCompasstoDetermineBearings

ActivityOverviewInthisactivity,thestudentswillpracticesettingbearingsandgettingproperly“oriented”sothattheyareactuallyfacingthedirectiontheyhavesetontheircompasses.

FocusQuestion1.Howcanweuseacompasstohelpusdetermineourbearings(directions)?

MainIdeas1. Properuseofthecompasswillenableapersontoestablishhis/her“bearings”andbecomecorrectlyorientedinrelationshiptothecompassandtheworldaroundhim/her.

2. Thecompassmustbeheldcorrectlyinorderforthemagneticneedletoswingfreely.3. Thecompassmustnotbeheldnearobjectscontainingironorothermetalswhichcausethemagneticneedletopointinthewrongdirection.

4. Itisnecessarytoestablishasetofprocedures,andfollowtheminordertocorrectlyusethecompass.

ActivityOrganizer

ObjectivesBytheendoftheactivity,studentsshouldbeableto:1.Holdacompasscorrectly.2.Setacompassbearingaccurately(within1°).3.Turntheirbodiessothattheyareproperlyoriented.4.Explainwhyitisimportanttostayawayfromcertainmetallicobjectswhenusingacompass.

Materials Compasses


LocationRecreationField.

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TermsOrienteering:theskillorprocessofZindingyourwayintheoutdoorswithmapandcompasscombined.Orienting:tocorrectlyfaceaparticulardirectioninrelationtothepointsofacompass.

WhattoDo1. Teachthestudentshowtoholdthecompass

correctly.ThecompassshouldbeheldatwaistlevelinahorizontalpositionsothattheDirectionofTravelArrowispointedstraightoutinfrontofthem.Themagneticneedlewillworkcorrectlyonlywhenthecompassisheldproperly.

2. Determinethedirectionofmagneticnorth(rememberthatitis13°EinthispartofCalifornia).Whenthestudentsareholdingthecompassproperlyandarestandingstill,themagneticneedlewillbepointingtowardsmagneticnorth.Rotatethecompasshousingwithoutmovingthebaseplatesothattheneedleispointingat13°onthecompasshousing.Thecompassisnoworiented.Havethestudentspointtowardmagneticnorth.Seeiftheyallagree.

3. Findingabearingusingavisiblelandmark.Havethestudentsfaceanydistantlandmarkthatyouchoose(forexamplethehighpointonFresnoDome,ortheZlume[slide]atthefarendofthelake,orthenorthendoftheofZicebuilding).Holdthecompasslevelatwaistheight,oralittlehigher,withthedirectionoftravelarrow(inthebaseplate)pointingstraightaheadatthelandmark.Orientthecompassasbeforebyrotatingthecompasshousinguntilthemagneticneedlepointsat13°.Readthebearing(thedegreesofthedirection)ontherimofthecompasshousingatthewhiteindexpointer.Younowhaveyourbearingordirectionoftravelfromyoutotheobject.Repeattheprocedureusingseveraldifferentdistantobjects.Note:Studentswillhaveslightlydifferentreadingsastheyarenotallstandingintheexactsamespot,buttheyshouldbefairlycloseintheirreadings.

AfterthestudentsfeelproZicientatZindingbearingsandorientingtheircompassesproceedtothenextactivity.

4. Gettingproperlyorientedwhengivenabearing.Givethestudentsacompassbearing(forexample40o).

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A. Havethestudentsturnthecompasshousingsothat40olinesupwiththeindexpointeratthebaseofthedirectionoftravelarrow).ChecktomakesurethisZirststepisdonecorrectlybyallofthestudents.

B. Whilethey’reholdingthecompasshorizontallyatwaistlevel,havethemslowlyturntotheleftorrightuntiltheredendofthemagneticneedlepointsat13°.Donotchangethecompassbearingbyrotatingthehousing.Thebearingmustremainlinedupwiththeindexpointer.Thecompassisnoworiented.

C. Havestudentslookup.Theyshouldbelookinginthedirectionindicatedbytheircompasses—40o.Anythinginastraightlinedirectlyinfrontofthemisinlinewiththisbearingandtheycouldtraveltothatobjectguidedbythecompass.

5. RepeatstepsA-Cseveraltimesusingvariouscompassbearings,makingthebearingsalittletoughertoZindeachtime.Thisisdonebysuggestinganumberthatisonlyrepresentedbyalineonthecompasshousingandthenbyusinganumberrepresentedbyaspacebetweentwolines.AfterthestudentsfeelproZicient,proceedtothenextactivity.

Activity#3-PokerChipHunt

ActivityOverviewInthisactivity,studentswillpracticetakingdegreebearingsandfollowingthemaprescribeddistance.Tobesuccessful,studentsmustbeaccurateinsettingbearings,intravelingastraightline,andmeasuringdistancesbycountingthenumberofstepstaken

FocusQuestion1.Canyouaccuratelysetyourcompass,walkastraightline,andtravelarequireddistance?

MainIdeas1. Propersettingofcompassbearingsisnecessaryfordeterminingdirections.2. Itisnecessarytoorientthecompassafterabearinghasbeensetinordertofacethecorrectdirection.

3. Itisextremelyimportanttosightonadistantobjectinordertofacilitatetravelinastraightline.

4. Itishelpfultocountstepsorpacesasawayofkeepingtrackofdistancetraveled.

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ActivityOrganizer

ObjectivesBytheendoftheactivity,studentsshouldbeableto:1.Correctlysetbearingsonacompass.2.Orientacompassbyturningtheirbodieswhileholdingthecompasscorrectly.3.Walkinastraightlineusinglandmarkfeaturestoguidethem.4.Keeptrackofdistancetraveledbycountingstepsorpaces.

Materials Compasses NumberedPokerChips CompassBearingCards

TimeRequired20-30minutes

LocationRecreationField.

WhattoDo1. Makesureeachstudenthasacompass,anumberedpokerchip,andacompass

bearingcard(AppendixA).Eachofthecompassbearingcardshas3setsofbearingsanddistances(i.e.90°-40steps,210°-40steps,330°-40steps).Noticethatoneachcardallthedistancesarealikeforthatcard,andthatthedirectionsstartwithacompassbearingtowhichareadded120degreesforeachnewcompassbearing.Adding120oeachtimewillcausethestudentstowalkanequilateraltriangleifdonecorrectly.Don’tgivethemthisclue!ScatterthestudentsaroundtherecreationZieldinacircle(thisfacilitatesZindingmissingpokerchipsforthosehavingtroublewiththisactivity).

2. Eachstudentneedstoknowthenumberwrittenonhis\herpokerchip.Havethemdropthepokerchipsattheirfeet.Atyoursignalseachplayer:

A. SetstheZirstbearing,andwhendoneraiseshis/herhand.(Havestudentsraisetheirhandswhentheyarereadyforthenextstep.Thatwayyoucanmonitortoseewhoneedshelp,aswellasknowwhentheentiregroupisreadytoproceedtothenextstep.)

B. Gets“oriented”byholdingthecompasscorrectlyandturninghis/herbodyuntilthemagneticneedlepointstowards13°,andwhendoneraiseshis/herhand.

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C. Sightsonadistantobjectinadirectlinewiththedirectionoftravelarrow,andwhendoneraiseshis/herhand.

D. Whilelookingatthelandmark,notthecompass,walkstheZirstdistance,thenstops.Whenallhavestopped,givethesameseriesofsignalsforthesecondlegofthistriangularjourney.Eachsetsthesecondbearingindicatedonhis\hercard,getsproperlyoriented,sightsonatargetobject,travelstheseconddistance-stops.Onthethirdsetofsignals,allwillrepeatthepreviousprocedures,walktheirthirddistanceandstop.

E. Onthe4thandZinalsignal,allbenddownandpickupthepokerchips-whichshouldbelyingattheirfeet,oratleastwithinsight,ifthecompasswalkinghasbeendonecorrectly.

3. Onceeveryonehasfoundhis/herpokerchip,havethemexchangecompassbearingcardswithanotherstudentandrepeattheprocessontheirown.Thesuccessratewillprobablyincreasewiththissecondopportunity.

4. Whenallhavecompletedthesecondattemptdiscusswiththemwhathelpedthembesuccessful,orwhatmayhaveposeddifZicultiesforthem.ItmightbeappropriatetohaveasuccessfulstudentassistonewhomaybehavingdifZicultyonathirdattempt,iftimepermits.

5. Anexcellentwaytotraveltothenextactivitysitewouldbetohavestudentstakeseveralbearingsbasedonyourdirections,andtraveltowardsthedestinationsyouhavechosenforthem.YourroutecouldtakeyoufromtherecreationZielduptowardsthebasketballcourt,pastthedrinkingfountain(theywillappreciatethis)bytheofZice,andaroundthebackoftheofZicetotheZlatopenarea.

Activity#4-CompassGame

ActivityOverviewInthisactivity,studentswillpractice/reviewsettingcompassbearings,gettingoriented,sightingonpostswhichwillserveasdestinations,andtravelingtothem.ThemainpurposeofthisactivityistoreinforceandZine-tunecompassskillspreviouslydeveloped.

FocusQuestion1.Howcanwebesurethatweareusingourcompassescorrectly?

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MainIdeas1. Properuseofthecompasswillenableapersontoestablishhis/her“bearings”andbecomecorrectlyorientedinrelationshiptothecompassandtheworldaroundhim/her.

2. Thecompassmustbeheldcorrectlyinorderforthemagneticneedletoswingfreely.3. Thecompassmustnotbeheldnearobjectscontainingironorothermetalswhichcausethemagneticneedletopointinthewrongdirection.

4. Itisnecessarytoestablishasetofprocedures,andfollowtheminordertocorrectlyusethecompass.

ActivityOrganizer

ObjectivesBytheendoftheactivity,studentsshouldbeableto:1.Setbearingsonacompass.2.Correctlyorientthemselves.3.SuccessfullycompletetheCompassGame.

Materials Compasses CompassBearingWorksheets(AppendixB) Pencils Staked-outCourse


LocationOntherelativelylevelarea(belowthe“GiantSwing”),approximately200-250feetsouth-southwestoftheofZice.

WhattoDo1. Eachstudent(orgroupof2-3students)willneedacompass,compassbearing

worksheet,andpencil.Thisgametakesplaceatthestaked-outareasouth-southwestoftheofZice.Togetthere,walkalongthedirtroadawayfromtheofZice(seemap),about250feet.

2. Thecompassbearingcardswillinformstudentsatwhichstakestobegin,anddirectthemtofollow5compassbearingsfrommarkertomarkeraroundthecourse.Asthestudentsproceedaroundthecoursetheywillcopydownthe

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letterthatisoneachmarkerontotheircards.AsmanyaseightstudentscanbeginatonceandmorecanbeginastheZirstgroupleavestheZirstmarker.Thisgameprovidesthestudentsagoodopportunitytocheckontheirprogressasorienteers.Thisevent,togetherwiththeprecedingactivities,willhelppreparethestudentsfortheZinalactivityintheOrienteeringCourse.

3. Wheneachstudent(orgroup)Zinishes,(s)heturnstheworksheetintoyou,theteacher,tohaveitjudged.Thesixlettercodewordproduced,beginningwiththestartingstakeletter,isthencheckedagainstthecorrectcodewordlistedbelow.

Card #1-AEOUZP #7-ZPEIUL #13-UPAEIL #19-IOAULP #2-EIULZA #8-PAIOLZ #14-LPEZAO #20-OELZAP #3-IOLZAE #9-AIZUAE #15-PELUZE #21-UEZILO #4-OUZPEI #10-EOLPEI #16-ZOPLEU #22-LOAIZE #5-ULPAIO #11-IALOEZ #17-APEZOU #23-PIZAOA #6-LZAEOU #12-OEALOZ #18-EZAPLO #24-ZIPUOP

BearingsforStakeMarkersonCompassGame

A-E 244° E-A 64° I-A 85° O-A 108° A-I 265° E-I 287° I-E 107° O-E 132° A-O 288° E-O 312° I-O 330° O-I 150° A-U 316° E-U 337° I-U 358° O-U 21° A-L 334° E-L 354° I-L 14° O-L 38° A-P 356° E-P 17° I-P 37° O-P 61° A-Z 21° E-Z 43° I-Z 65° O-Z 88°

U-A 136° L-A 154° P-A 176° Z-A 201° U-E 157° L-E 174° P-E 197° Z-E 223° U-I 178° L-I 194° P-I 217° Z-I 245° U-O 201° L-O 218° P-O 241° Z-O 268° U-L 63° L-U 243° P-U 269° Z-U 295° U-P 89° L-P 106° P-L 286° Z-L 314° U-Z 115° L-Z 134° P-Z 158° Z-P 338°

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Thefollowingactivityispacing,whichwillpreparestudentsfortheactivitycalledtheMini-OrienteeringCourse.Therethestudentswillhavetheopportunitytoputtogetheralloftheskillsthattheyhavelearnedinordertonavigatesafelyandsuccessfullythroughtheforest.

Activity#5-Pacing

ActivityOverviewInthisactivity,studentswilldeterminethenumberofstepsanddouble-steps(paces)ittakesthemtotravelameasureddistanceovervariedterrain.Doingsowillhelpthemguesstimatedistancestheytravelbycountingthenumberofstepsorpacestaken.

FocusQuestion1.Howcanwemeasurethedistancewetravelaswewalk?

MainIdeas1. Distancetraveledonfootcanbeestimatedbydeterminingone’space,andthencountingpacesasonetravels.

2. Aperson’slengthofstride,orpace,changesastheterrainchanges.

ActivityOrganizer

ObjectivesBytheendoftheactivity,studentsshouldbeableto:1.Accuratelyestimatethenumberofpacesittakesthemtotravel100feetoverdifferenttypesofterrain.2.Explainthereasonsfordifferencesinthelengthoftheirstridesduetoterrainfeatures.3.Explainwhyamileis5,280feetinlength.

Materials Distancemarkersestablishedonposts Mini-Orienteering/PacingWorksheets(AppendixC)


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LocationBacktowardstheOutdoorEducationofZicefromthecompassgamesite,onthelefthandside-thecourseextendstowardsthebackoftheclimbingwall.

TermsMillepassus:onethousandpaces(averagedistancecoveredbyaRomansoldiertraveling1,000paces=5,280feet).

WhattoDo 1. Askthestudentshowtheycouldtellwhentheyhadwalked800feet,or1000feet,

orwhatevernumberyoumightchoose.ThebestwayofdeterminingdistancesintheZieldisbyusingyoursteporyourdouble-step(pace),countingoffeachtimeyouputdownyourrightfoot,orleftfootifyouprefer.HaveyoueverwonderedwhythelengthofamileisthepeculiarZigureof5,280feet?Itisbecauseonethousanddouble-stepsoftheaverageRomansoldieratthetimeoftheCaesarscoveredthatdistance.Latinfor1000double-steps,“millepassus”waslaterabbreviatedtoourEnglish“mile”.Theaveragedouble-stepofaRomansoldier,therefore,waslittleoverZivefeet.

2. Thecourseis100feetlong.Dividethegroupintoteamsoftwo.TheseteamseachneedaMini-Orienteering/PacingWorksheetonwhichtheywillrecordthenumberofpaceseachteammatetakestotravelthemeasureddistances.Haveeachstudentwalkfromoneendofthecoursetotheother,countingeachtime(s)hestepsonhis/herrightfoot.(Itismucheasiertokeeptrackofthisnumberifstudentswilllightlyslaptheirrightthighs,andcountthepacesaloudastheywalk.)Thiswillenablethestudentstodeterminethenumberofdouble-steps(paces)ittakesthemtotravel25feet,50feet,75feetand100feetovervariedterrain.Howmanypaces(double-steps)didittake?Havethemdeterminehowfartheygoinonepace.Todothisthestudentneedstodividethenumberofpacestakenin100feet-i.e.20pacesin100feetaverages5feet/paceor2½feet/step.Askthestudentshowlargetheirpacesare-getanswersfromallofthem.Ithelpsthemtoknowthattheydon’tallhavethesamesizepace.Alsoremember-itgenerallytakesmorepacestotravelthedistanceifyouaregoinguphillandfewerpacestotravelthedistanceifyouaregoingdownhill.TellthestudentstheywillneedtorememberhowtocountpacesanddeterminedistancestraveledinordertosuccessfullycompletetheMini-OrienteeringCourse(Zinalactivityinthisclass).

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Activity6-Mini-OrienteeringCourse

ActivityOverviewInthisZinalactivity,studentswillutilizeandtesttheskillsandunderstandingtheyhaveattainedastheygainexperienceincross-countrytravelusingacompass.

FocusQuestion1.CanyouandyourpartnersuccessfullynavigatetheMini-OrienteeringCourseusingtheskillsyouhavelearned?

MainIdeas1. Successfulnavigationinanunfamiliararearequiresobservationskills,correctuseofacompass,andtheabilitytomeasuredistancestraveledaccurately.

2. Teamworkisextremelyimportantinensuringthesuccessofpartners’efforts.

ActivityOrganizer

ObjectivesBytheendoftheactivity,studentsshouldbeableto:1.NavigateatleastoneoftheMini-Orienteeringroutessuccessfully.2.Demonstratetheabilitytouseacompasscorrectly.3.Demonstratetheabilitytouseknowledgeofpacingtodeterminedistancetraveled.4.Experiencesuccessinthecompasscourse.

Materials Compasses Pencils Mini-Orienteering/PacingWorksheets Mini-OrienteeringCourse


LocationOnthehillsidebehindtheClimbingWall,andintheimmediatevicinity.

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WhattoDo1. TakethestudentstotheMini-OrienteeringCoursesfromthePacingSite.Youwill

noticeZivedifferenttrees,eachwithasignlistingtheZirstcompassinformationforeachoftwodifferentcourses(totalof10courses).Eachcoursehas7markerswhichmustbelocated.

2. Makesureeachteamoftwostudentshastwocompasses,apencilandaMini-Orienteering/PacingWorksheet.TheMini-Orienteering/PacingWorksheetsarethesameforalltencourses.Onthecourses,themarkersonthetreesgivethebearinganddistancetothenextmarkerstudentsmustZind.StudentsmustdeterminethecorrectdirectionanddistancetotravelinordertoZindtheirnextmarkers.Marker2isnotvisiblefromMarker1(thisistrueofallofthemarkersoneachofthecourses).Themarkersmustbefoundbyusingthecompass,andbydeterminingdistancecorrectly.(Seebelowforsuggestedprocedure.)Whenstudentsreachthenextmarker,theyshouldwritethecodewordontheirMini-Orienteering/PacingWorksheetsnexttothecorrespondingnumberline.

3. WhenteamshaveZinished,checkthewordsontheirworksheetsagainsttheMini-OrienteeringCourseKey(seebelow).Iftimeallows,youmaywanttoletthemtryadifferentcourse,orallowasuccessfulteamtohelponethatisstruggling.

TheobjectiveforallofthesecoursesisforthestudentstoZindeachofthecontrolpointsfortheirteam’scourse,inorder,andtowritedownthecodeateachcontrolpoint.Studentsmustdeterminethecorrectdirectionanddistancefromeachmarkertothenextone.TheinformationwrittenontheMini-Orienteering/PacingWorksheetregardingeachstudent’spaceisveryhelpfulfordeterminingthedistancesfromonemarkertothenext.

Upto20studentscanstartatthesametimewitheach2-personteamgoingonadifferentcourse.MakesurestudentswritethecourseletterontheirMini-Orienteering/PacingWorksheet.Allowabout20-25minutes,afterthelastgrouphasstarted,forthemtocompletethecourse,butchallengethemalltoseehowquicklytheycandoit.

ThemostsuccessfulmethodofdoingtheMini-OrienteeringCourseistohavethestudentsworkinteamsoftwo.Ifthereisanoddnumberofstudents,thecabinleadercanworkwithastudent.AhighlysuccessfulapproachtotheMini-OrienteeringCourseisasfollows:EachofthestudentshasaspeciZicresponsibility,onebeingthenavigator,theotherbeingthescout.Thenavigatorgetsthecompassbearingfromthemarker,setsthecompasstothatbearing,orientsthecompassbyturninghis/herbodyuntilcorrectlyoriented,anddeterminesthedirectionoftravelforthescout.Oncethishasbeendonethenavigator

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remainsatthemarkerwhilethescout,guidedbythenavigator’sverbalsignals,attemptstotraveltherightdistanceintherightdirectiontothenextmarker.Whenthemarkerhasbeenlocatedbythescout(notuntilthen),thenavigatorjoinshim\her.Theythenreverseroles,scoutbecomingnavigator,navigatorbecomingscout,andproceedtoZindthenextmarker.

Twoimportantpointstoremember:1. Thenextmarkerbeingsoughtisalwayslocatedonthebacksideofatreeoutofsight

fromthemarkerwherethenavigatorisstanding.(i.e.,iftheyareatmarker#1,itisimpossibletoseemarker#2fromthere.Anymarkersvisiblearenotthecorrectmarkers!)ToZindthecorrectmarker,usethecompassdirectionoftravelarrowtohelpsightonatreeinthecorrectdirectionthatappearstobeataproperdistance(givenonthemarker).Thescoutheadstothattree.Chancesareitwillbetherightone.

2. Itisveryimportantthatthenavigatorremainatthemarkeruntilthescouthaslocatedthenextone.Ifthenavigatorfailstodoso,theycanlosetheironereferencepointandmaysimplyendupwanderingaroundhopingtheywillZindthenextmarker.Thisactivityshoulddependupon,anddevelop,orienteeringskills.Blindluckisusuallynoluckatall.

Helpfulhints:1.Sometreeshavetwomarkers.Becarefultochoosethecorrectone.2.Somemarkersareonstumps.Thiscanprovechallengingtothestudents.3.Themarkersfromeachcourseareprintedondifferentcoloredpaper(somealsohavecorrespondingstickers)tomakeiteasierforstudentstorecognizetheirmarkers.

TheMini-OrienteeringCourseisaveryrewardingconcludingactivityforthisunit.

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Mini-OrienteeringCourseKey

Bearing Distance Code CourseA Beginning 65degrees 65ft. #1 110degrees 70ft. Listening#2 189degrees 90ft. Initiative#3 179degrees 89ft. Responsible#4 80degrees 81ft. Community#5 315degrees 68ft. Communicate#6 295degrees 100ft. Leadership#7 CooperationCourseB Beginning 193degrees 78ft. #1 285degrees 86ft U´macha#2 199degrees 84ft. Blackoak#3 141degrees 87ft. Obsidian#4 62degrees 93ft. Mortar#5 15degrees 69ft. Pestle#6 6degrees 98ft. Miwok#7 AcornCourseCBeginning 286degrees 57ft. #1 196degrees 91ft. Compass#2 296degrees 63ft. Bearing#3 151degrees 94ft. Magneticneedle#4 206degrees 53ft. Magneticnorth#5 64degrees 120ft. Truenorth#6 18degrees 137ft. Degrees#7 OrienteeringCourseDBeginning 13degrees 57ft. #1 78degrees 73ft. Incensecedar#2 76degrees 69ft. Sugarpine#3 148degrees 109ft. Giantsequoia#4 190degrees 58ft. Ponderosapine#5 214degrees 145ft. WhiteZir#6 329degrees 137ft. Clinometer#7 UndercutCourseE Beginning 229degrees 67ft. #1 294degrees 53ft. Sequoia#2 247degrees 76ft. Redwood#3 131degrees 85ft. GeneralSherman#4 130degrees 54ft. Seed#5 126degrees 112ft. Spongybark#6 3degrees 110ft. Tannin#7 Nelder

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Mini-OrienteeringCourseKey

Bearing Distance CodeCourseF Beginning 138degrees 23ft. #1 180degrees 72ft. Solarstill#2 126degrees 60ft. Shelter#3 268degrees 49ft. Fire#4 153degrees 28ft. Edibleplant#5 111degrees 65ft. Water#6 356degrees 60ft. Survival#7 MatchesCourseG Beginning 258degrees 51ft. #1 268degrees 71ft. Observation#2 121degrees 69ft. Riparian#3 230degrees 45ft. Nature#4 149degrees 57ft. Habitat#5 90degrees 86ft. Erosion#6 319degrees 114ft. Meadow#7 WeboflifeCourseHBeginning 207degrees 93ft. #1 299degrees 67ft. G.P.S.unit#2 184degrees 76ft. Weather#3 161degrees 61ft. Pixel#4 128degrees 73ft. Measurement#5 13degrees 97ft. Groundcover#6 352degrees 125ft. Canopy#7 SatelliteimageCourseIBeginning 107degrees 52ft. #1 137degrees 92ft. Scat#2 46degrees 56ft. Tracks#3 181degrees 70ft. Plants#4 264degrees 25ft. Wildlife#5 333degrees 66ft. Plastercast#6 315degrees 93ft. Homes#7 SightingsCourseJBeginning 311degrees 34ft. #1 141degrees 31ft. Watertemperature#2 251degrees 79ft. Pond#3 200degrees 57ft. pH#4 296degrees 54ft. H2O#5 167degrees 101ft. Watershed#6 57degrees 193ft. Microscope#7 SurfaceZilm

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OptionalActivity-BlindfoldWalk

ActivityOverviewInthissupplementaryintroductionactivity,studentswilllearnthedifZicultyoftravelingastraightlinewithoutlandmarks.Thisisafun,andinterestingwaytobringhomethevalueofhavingatravelingaid(suchasacompass)thatenablesonetowalkastraightline.

FocusQuestions1. Whatthingsarenecessarytohelpyouwalkastraightlinefromonepointtoanother?2. WhatdifZicultiesoccurredwhenyourlandmarkswereremoved?

MainIdeas1. Landmarksareveryhelpfulfortravelingfromoneplacetoanother.2. Intheabsenceoflandmarks,someformofguidance,suchasacompass,makestravelin

astraightlinepossible.

ActivityOrganizer

ObjectivesBytheendoftheactivity,studentsshouldbeableto:1. ExplainwhyitisdifZiculttotravelinastraightlinewithoutlandmarks.2. Beabletolaughatthemselves,astheyrealizethedifZicultyoftravelingblindfolded.3. Understandtheimportanceofbeingahelpful,safeguide.

Materials 1Blindfold/2Students


LocationInthedirtparkinglotbytheofZice,orontherecreationZield.

TermsLandmark:adistinctivefeatureonthelandscapethatisusefulfordetermininglocation.

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WhattoDo1. HaveallthestudentsgettogetheratoneendoftheparkinglotorrecreationZield.2. Askfor1-2studentstodescribehowtogetfromtheirhometoschool.Asthey

describetheroute,listenforkeylandmarkstheymightuseintheirdescriptions.Ifnonearegiven,askforsome.

3. Makesureeveryoneunderstandswhatlandmarksare,andexplainthatweallusethemtotravelfromplacetoplace,evenifwearenotconsciousofdoingso.

4. Askstudentshowmanyofthemthinktheycouldwalkfromtheendoftheparkinglot,wherethey’restandingtotheotherend,andrunintoyouifyouwerestandingdownthere.Theyshouldallbeabletosaytheycoulddoso.

5. Explainthatthatisexactlywhatyouwantthemtodo,however,youwanttomakeitalittlemorechallengingbyremovingallthelandmarks.

6. Havestudentspickapartner,andhavepartnerslineuponebehindtheothersoastoformalineasshownbelow:(Youwillendupdownattheotherendoftheparkinglotshortly.)

7. Explainthatonepartnerwilltravelblindfoldedtowardsyouwhilehis/herpartnertravelsbehindhim/hertomakesuretravelisdonesafely.

8. TheguidescangiveNOHELPATALL,otherthantosay,“Stop,”iftheblindfoldedstudentwillrunintoanythingoranyone,orgoovertheedgeofabank,etc.Whentheblindfoldedstudenthears“Stop,”(s)hemustdosobeforetakinganotherstep.Then(s)hemustmakesomechangeindirectionbeforeproceeding.Theguidecannothelpmakethedecisionastowhichdirectiontogo.Whenthetravelerhaschangeddirections(s)heshouldask,“CanIgonow?”towhichtheguidereplies,“Go,”ifitissafeevenifitisthewrongdirection.

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9. Theguidemustnottouchorofferguidanceinanyway,otherthanensuresafety.10. Theonlythingthataguidecanallowtheblindfoldedstudenttorunintoisyou.If

thathappens,yousaynothing,theguidesaysnothing,andtheblindfoldedstudentsaysnothing,asnoneofyouwantstogiveawayyourposition.

11. Walktotheotherendoftheparkinglotandhavethestudentsseewhereyouare.Thenhavethestudentsinthefrontrowputontheblindfolds.Donotmoveoncetheyhavedoneso.Wheneachstudentisready,andtheblindfoldissecurelyinplace,havehim/herraiseahandtoshowreadiness.Haveyourcabinleader(s)checktomakesureallblindfoldsaresecure,andthatnoonecansee.Whenallareready,signalforthemtostartbysaying“Go!”Thatisthelastthingyoushouldsayuntilyousay,“Stop!Removeyourblindfoldsandseewhereyouare.”Allowthemabout2minutesto“Zind”you.

12. Switchrolessothattheguidenowbecomestheblindfoldedstudentandrepeattheactivity.

13. Discusstheactivity,andthedifZicultytheyexperiencedtravelingblind.

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OrienteeringMap

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AppendixA:CompassBearingCards

Bearing Distance

1. 150°18steps

2. 270°18steps

3. 30°18steps

Bearing Distance

1. 180°20steps

2. 300°20steps

3. 60°20steps

Bearing Distance

1. 220°27steps

2. 340°27steps

3. 100°27steps

Bearing Distance

1. 250°18steps

2. 10°18steps

3. 130°18steps

Bearing Distance

1. 280°21steps

2. 40°21steps

3. 160°21steps

Bearing Distance

1. 160°26steps

2. 280°26steps

3. 40°26steps

Bearing Distance

1. 190°30steps

2. 310°30steps

3. 70°30steps

Bearing Distance

1. 230°21steps

2. 350°21steps

3. 110°21steps

Bearing Distance

1. 260°33steps

2. 20°33steps

3. 140°33steps

Bearing Distance

1. 290°23steps

2. 50°23steps

3. 170°23steps

Bearing Distance

1. 170°29steps

2. 290°29steps

3. 50°29steps

Bearing Distance

1. 200°24steps

2. 320°24steps

3. 80°24steps

Bearing Distance

1. 240°28steps

2. 360°28steps

3. 120°28steps

Bearing Distance

1. 270°25steps

2. 30°25steps

3. 150°25steps

Bearing Distance

1. 300°26steps

2. 60°26steps

3. 180°26steps

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Bearing Distance

1. 90°30steps

2. 210°30steps

3. 330°30steps

Bearing Distance

1. 20°25steps

2. 140°25steps

3. 260°25steps

Bearing Distance

1. 50°20steps

2. 170°20steps

3. 290°20steps

Bearing Distance

1. 80°27steps

2. 200°27steps

3. 320°27steps

Bearing Distance

1. 120°19steps

2. 240°19steps

3. 360°19steps

Bearing Distance

1. 210°30steps

2. 330°30steps

3. 90°30steps

Bearing Distance

1. 30°25steps

2. 150°25steps

3. 270°25steps

Bearing Distance

1. 60°20steps

2. 180°20steps

3. 300°20steps

Bearing Distance

1. 100°23steps

2. 220°23steps

3. 340°23steps

Bearing Distance

1. 130°22steps

2. 250°22steps

3. 10°22steps

Bearing Distance

1. 330°30steps

2. 90°30steps

3. 210°30steps

Bearing Distance

1. 40°25steps

2. 160°25steps

3. 280°25steps

Bearing Distance

1. 70°20steps

2. 190°20steps

3. 310°20steps

Bearing Distance

1. 110°31steps

2. 230°31steps

3. 350°31steps

Bearing Distance

1. 140°32steps

2. 260°32steps

3. 20°32steps

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AppendixB:CompassBearingWorksheet

1.StartatstakemarkedA.

Travel: MarkersReached:A 244° _________ 312° _________ 21° _________ 115° _________ 338° _________

2.StartatstakemarkedE

Travel: MarkersReached:E 287° _________ 358° _________ 63° _________ 134° _________ 201° _________

3.StartatstakemarkedI

Travel: MarkersReached:I 330° _________ 38° _________ 134° _________ 201° _________ 244° _________

4.StartatstakemarkedO

Travel: MarkersReached:O 21° _________ 115° _________ 338° _________ 197° _________ 287° _________

7.StartatstakemarkedZ

Travel: MarkersReached:Z 338° _________ 197° _________ 287° _________ 358° _________ 63° _________

8.StartatstakemarkedP

Travel: MarkersReached:P 176° _________ 265° _________ 330° _________ 38° _________ 134° _________

9.StartatstakemarkedA




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5.StartatstakemarkedU

Travel: MarkersReached:U 63° _________ 106° _________ 176° _________ 265° _________ 330° _________

6.StartatstakemarkedL

Travel: MarkersReached:L 134° _________ 201° _________ 244° _________ 312° _________ 21° _________

















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17.StartatstakemarkedA












AppendixC:Mini-Orienteering/PacingWorksheetNamesofTeamMembers:

1. ____________2.____________Pacing

Numberofpacestotravel100feet:1. ____________2.____________

Distancetraveledinonepace:(100÷numberofpacesin100ft)

1. ____________2.____________Mini-OrienteeringCourseWritethecodewordat

eachcontrolpointyoureach.Course#:________1. __________________________________________2. __________________________________________3. __________________________________________4. __________________________________________5. __________________________________________6. __________________________________________7. __________________________________________

NamesofTeamMembers:1. ____________2.____________

PacingNumberofpacestotravel100feet:

1. ____________2.____________Distancetraveledinonepace:

(100÷numberofpacesin100ft)1. ____________2.____________

Mini-OrienteeringCourseWritethecodewordat

eachcontrolpointyoureach.Course#:________1. __________________________________________2. __________________________________________3. __________________________________________4. __________________________________________5. __________________________________________6. __________________________________________7. __________________________________________

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Orienteering Curriculum Packet Jan 14 - Calvin Crest...Base Plate: the rectangular plate of an orienteering compass on which the compass housing is mounted. It contains the direction

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