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20140902.a (vivaldi_orienteering)
Proposta n. 2 . partner: IC G.Galilei . SMS A. ivaldi Alessandria
Pro !at"ra di Alessandria# asso$ia%ione a&'ientalista operante s"l territorio da $ir$a ventanni
lieta di proporre "na serie di per$orsi di *orienta&ento s"l territorio+ 'asati s"i prin$ipi dell,-I!/-I!G e del G,/-ISM,. Interessata alla proposta sar "n 'ene di ri$onos$i"ta
i&portan%a "ale la CI//A3A di Alessandria.
Gi "attro sono i per$orsi provati# s"lla 'ase delle s$5ede (in originale inglese) riprodotte pi6
sotto e riportanti dire%ioni e passi o attivit da svolgere. i sono possi'ilit di osserva%ione diparti$olarit ar$5itettoni$5e# di spe$ialit e rilevan%e 'otani$5e e di altri *p"nti $aldi+ di volta in
volta individ"ati.
7"i di seg"ito al$"ne in8or&a%ioni pi6 in dettaglio.
Pro8. CAACI!I Pier "igi . C, P-, !A/-A. .le M3AGI d,-, n ;4
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###
-IMA!!= 3A P-IMA G--A M,!3IA I! CI//A3A
,-I!/-I!G
Co&e gi $o&"ni$ato al $o&petente "88i$io del Co&"ne di Alessandria lasso$ia%ione P-,
!A/-A di Alessandria# nel "adro delle $ele'ra%ioni non 8or&ali del Pri&o Con8litto
Mondiale# in parti$olare per "anto 5a rig"ardato la nostra $itt# $on8er&a le d"e giornate diattivit gi segnalate.
In parti$olare si tratta di "tili%%are d"e sa'ati po&eriggio del &ese di aprile o di &aggio 201>#$on l"ni$o vin$olo della $ontin"it 8ra i d"e e del non essere 8estivi. In tali o$$asioni si
prepareranno per "n p"''li$o prevedi'il&ente vario per$orsi agevoli di orienteering# tesi al
ri$onos$i&ento di l"og5i e di *ri&anen%e+ signi8i$ative della Pri&a G"erra Mondiale in
Cittadella. In8atti t"tti i per$orsi sono stati pensati per la parti$olare realt della Cittadella diAlessandria $5e tanto potre''e dare per "n ris$atto $"lt"rale della nostra $itt.
Ai per$orsi sono $ollegati d"e &o&enti ? per po&eriggio < di ri8lessione e appro8ondi&ento# $on
&"si$5e e lett"re di 'rani appropriati a $"ra di Pro !at"ra e del Gr"ppo dellIn$anto.
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Alcune informazioni sullOrienteering
,-I!/-I!G e G,/-ISM,
Il Georienteering l@"nione di d"e attivit legate alla s$operta del nostro territorio:? Geot"ris&o
? ,rienteeringIl Geot"ris&o p" essere de8inito il t"ris&o a te&a geologi$o. In ogni l"ogo si trovano 8or&e
&eravigliose del paesaggio e 8eno&eni st"pe8a$enti.
Cas$ate# deserti# v"l$ani# grotte oltre ad essere a88as$inanti# 5anno "na storia da ra$$ontar$i: la
storia della terra. a spiega%ione di $o&e la terra sia 8atta $i viene dalla geologia. 7"esta s$ien%a
$onos$i"ta per le attivit $5e svolge nel $a&po dellingegneria $ivile# in prati$a t"tte "elle
attivit in $"i ne$essario $onos$ere il sottos"olo: lo s$avo di gallerie# lo s8r"tta&ento di risorse&inerarie# la $ostr"%ione di edi8i$i. In realt# "no degli s$opi prin$ipali della geologia tentare di
ri$ostr"ire gli eventi a$$ad"ti al nostro pianeta da "ando si 8or&ato ad oggi. Co&prendere$o&e a''iano av"to origine &eravigliosi paesaggi p" diventare argo&ento dinteresse an$5eper $oloro $5e non si o$$"pano di ri$er$a: la B$o&prensione della terraB p" essere "n valido
&otivo per intraprendere "n a88as$inante viaggio o an$5e "na es$"rsione giornaliera.
3a "i nas$e lidea (non n"ova) del geot"ris&o inteso $o&e Bla s$operta e la $o&prensione delle'elle%%e geologi$5e visitate diretta&ente dove esse si trovanoB. Possia&o riass"&ere il
signi8i$ato del geot"ris&o prendendo "na 8rase di Mar$el Pro"st# 8a&oso s$rittore 8ran$ese: BIl
vero viaggio di s$operta non $onsiste nel trovare n"ove terre# &a nellavere n"ovi o$$5iB.
@,rienteering letteral&ente l@attivit dell@orienta&ento ? non "na $a$$ia al tesoro n
sopravviven%a. @ l@andar per 'os$5i (e non solo) $on $arta e '"ssola per il pia$ere $5e "esta
attivit $o&porta.Consiste nel raggi"ngere# se$ondo "na s"$$essione presta'ilita# "n deter&inato n"&ero di posti
di $ontrollo# $on l@a"silio degli str"&enti di naviga%ione# s$egliendo li'era&ente il tragitto da
per$orrere. Carta topogra8i$a e '"ssola sono str"&enti $5e rivelano i loro segreti solo a $5i liv"ole $onos$ere inti&a&ente# altri&enti appaiono &isteriosi. Si pensi alla si&'ologia o alle
$"rve di livello (isoipse) delle $artine# opp"re al seg"ire "na dire%ione rettilinea $on la '"ssola
per gi"ngere ad "n o''iettivo (&ar$ia all@a%i&"t).Molti ne $onos$ono l@esisten%a# &a l@orientista$ol"i $5e vera&ente li "tili%%a $on padronan%a ed e88i$a$ia.
Il nostro o'iettivo
a nostra attivit si propone# "indi# di 8ar apprendere le te$ni$5e orientisti$5e (a s$opo non
$o&petitivo# non si e88ett"eranno gare di orienta&ento)# dalle pi6 ele&entari alle pi6 $o&plesseattraverso "na progressione didatti$a st"diata passo per passo dall@ istr"ttore $on
ese&pli8i$a%ioni di eser$i%i?gio$o# ed in seg"ito e88ett"are "n@es$"rsione di orienta&ento
e so88er&arsi al ri$onso$i&ento delle 8or&e del territorio plas&ate dalla nat"ra in &ilioni di anni.ssa si svolge in diverse aree del territorio regionale e prevalente&ente in sentieri all@interno di
par$5i# riserve e oasi (allo$$orren%a an$5e in "ei par$5i "r'ani rappresentativi di "n a&'iente
nat"rale) dove p" essere inserito an$5e l@ele&ento nat"ralisti$o $5e eviden%ia l@aspetto legatoalla s$operta delle spe$ie vegetali ed alla 8a"na..
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...
Alcuni esempi di attivit di ORIENTEERING
Orienteering activity ! "tart to finis#
Aim!
/o 8ollo instr"$tions given as 'earings ($ardinal and inter$ardinal 'earings) and distan$es# and
to plot t5ese a$$"ratelD on a &ap (draing).
$#at you need!Paper
-"ler (/r"ndle 5eel or tape &eas"re 8or o"tside)Pen$il
Protra$tor or $o&pass ($o&pass 8or o"tside)
Notes to t#e teac#er!
/5is is initiallD a $lassroo& eEer$ise 8or st"dents to t5inF a'o"t dire$tion# distan$e and t5e need
8or a$$"ra$D 5en orFing it5 &ap and $o&pass. S"$$ess in t5is a$tivitD ill 'e a $o&pleted
draing 5i$5 is a $losed s5ape. I8 Do" $5oose to eEtend t5e a$tivitD and do t5is o"tside# s"$$essill 'e $o&pletion o8 t5e $o"rse at t5e starting point.
I8 t5e st"dent@s are doing t5is a$tivitD o"tside t5eD ill need to $onvert t5eir "adrant 'earings toa%i&"t5s (i.e. 0 to ;H0) 8or "se it5 t5eir orienteering $o&pass./5e instr"$tions are given in t5e ta'le 'elo. /5eD $an 'e ritten on t5e 'oard# ,/# or in
st"dent@s note'ooFs. An appropriate start position s5o"ld 'e sele$ted. /5e s$ale "sed ill 'e 1$&
>&.
Distanc
e
Directio
n
1 Start
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2 25m N
3 19m E
4 18m SE
5 18m NE
6 19m E
7 25m S
8 30m SW
9 20m W
10 30m NW
The shape of the course when drawn is shown in the diagram beow!
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Orienteering activity 2: In line
Aim:
To practice using a compass and measuring distances with a tape or trunde whee! To foow
instructions accurate" gi#en a bearing and a distance!
Wat yo! nee":
$easuring tapes or trunde whees
%ha&
'nstruction cards for students
%ompasses
#otes $or teacers:
(or this acti#it" a ine is drawn on the ground twent" metres ong and running e)act" east*west
as shown beow! Each 2m is mar&ed and abeed from + through to ,! $ore ines ma" be drawn if"ou wish to wor& in smaer groups!
The drawing of the base ine is a good acti#it" in measurement and direction finding!
%hoose an area which has pent" of open space for students to mo#e around on either side of the
ine!
Student instruction cardsis a master of 12 instruction cards for students! 't can be downoaded-
printed and photocopied for use b" students!
The answers are gi#en in the tabe beow! +s students compete a card- or when the" ha#e
competed a the cards- the" can chec& if the point.s/ the" arri#ed at was.were/ correct!
Students record the closest %ointwhen the" arri#e bac& at the ine each time!
Ans&ers
1! ,2!
3! ,
! ,
5! %
! 4! (
8!
9! 6
10!
http://education.qld.gov.au/curriculum/area/maths/compass/docs/orcards.dochttp://education.qld.gov.au/curriculum/area/maths/compass/docs/orcards.doc8/11/2019 20140401_orienteering Cittadella Alessandria - Pro Natura Alessandria
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11! 7 12! 6
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Student orienteering instruction cards
8
Start at I
Go 16m at 210
Then 14m at 350
End at ___?
1
Start at A
Go 15m at 055
Then 10m at 145
End at ___?
9
Start at D
Go 17m at 050
Then 12m at 215
End at ___?
7
Start at K
Go 14m at 315
Then 10m at 180
End at ___?
10
Start at F
Go 13m at 315
Then 10m at 150
End at ___?
2
Start at C
Go 15m at 015
Then 16m at 155
End at ___?
11
Start at
Go 16m at 335
Then 15m at 200
End at ___?
6
Start at !
Go 12m at 120
Then 8m at 040
End at ___?
12
Start at A
Go 12m at 135
Then "m at 020
End at ___?
3
Start at F
Go 10m at 235
Then 1"m at 075
End at ___?
5
Start at G
Go 12m at 025
Then 17m at 230
End at ___?
4
Start at E
Go 10m at 020
Then 12#5m at 135
End ___?
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Orienteering activity 3: 'or&ar"s an" (ac)&ar"s
Aim:
To practice using an orienteering compass to find the bearings of a number of fi)ed obects! To
disco#er the reationship between bearings and bac&*bearings!
Wat yo! nee":
rienteering compasses
+n open area such as the schoo o#a
1 station mar&er .witches hat or simiar/ per group
Noteboo& and pen
Instr!ctions $or st!"ents:
Wor& in groups of 2 * students! :ace a mar&er .witches hat/ on the ground for "our group to
wor& from!
Seect 3 obects positioned at some distance from "our station mar&er and in different directions!
These obects shoud be easi" identifiabe! ;arge trees- goa posts- the corner of a buiding and
ight poes are good e)ampes!
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Orienteering activity 4: A co!rse* o$ co!rse+
Aim:
To e)perience setting a short orienteering course and to foow a course set b" other students!
Wat yo! nee":
pen area in the schoo ground or o#a with some ob#ious features for contro points
rienteering compasses
Trunde whees .if paces are to be used then each student shoud cacuate the number of
paces per 100 metres/
:aper and pen
Instr!ctions $or teacers:
rganise the students into groups of three to four!
'n this acti#it" students shoud set a short course of three to four stations .contro points/- noting
the bearing and distance between each point! Students seect a starting point- which shoud be
an ob#ious feature such as arge tree beside %*boc& or NE corner of sports shed .not a rubbish
bin because that>s mo#abe/!
(rom the starting point the" gi#e the direction .a bearing/ and distance in metres to their first
contro point- with a note to sa" what the station is! Students mo#e to their first station andrepeat the process unti the" ha#e data for three or four stations! The bearings and distances are
noted as the" proceed- and &ept for ater wor& in cass!
'f distances are to be appro)imated b" pacing rather than measured b" tape or trunde whee-
students wi need to wor& out how man" paces the" need for 100m! This can be done b" a"ing
out a 100m tape and pacing beside it! 'n orienteering- participants usua" count e#er" secondpace for their 100m! So if the" counted 0 doube paces- the" wi ha#e actua" stepped 120
paces for the distance of 100m! This can be adusted if "ou on" ha#e a 30m tape! @ou ma"
decide to cacuate the number of paces .or doube paces/ per 20m!
When competed students shoud swap courses- and foow the directions of another group!
+n in*cass foow*up of this acti#it" woud be for students to produce a map of their course to an
appropriate scae using accepted notation for an orienteering course! 7eow is a summar" of
acceptabe basic s"mbos necessar" for this acti#it"!
#ame ,ym(ol
Start
Station
(inish
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Intro"!ction: Wat is Orienteering
rienteering is an acti#it" in which the participants ocate contro points b" using a map and compass to
na#igate through a chosen en#ironmentB schoo "ard- the woods- the cit"- etc!
Crienteering is an acti#it" that heps in the persona de#eopment of the student in such areas as probem*
so#ing- decision*ma&ing- sef*reiance- awareness of oneDs surroundings- spatia reationships- use of
resources- courage to go be"ond the we*&nown paths- and enhanced sef*esteem!
,ar ,o#a- C in Schoos %ommittee .Orienteering and Map Games for Teachersb" $ar" E! 6arrett/
-.ac) to to%/
Activity 1:String %ourse
ra"e::re*schooF3
ime: 5 minutes
aterials:string .sur#e"orDs tape- twine- coored string- or ribbon/- spoo for roing the string in and out-
teacher*made maps- contro mar&ers .5F8 orange and white mar&ers/- stic&ers paced at each contro .STE
rienteering ,it/
@oung chidren become comfortabe with orienteering through a specia course caed a String %ourse! The
entire route is mar&ed b" string- ribbon- or tape- so the chidren can sta" on course and no one gets ost! +
simpe map iustrates the route and the ocation of the chec&points caedcontrols! .%ontros are the
mapped features such as bouders- trees- buidings- unctions in trais- fences- paths- etc!/ When the chidren
reach a contro- the" can mar& their indi#idua map with a stic&er or stamp that is specific to that contro!
E#entua"- the string eads bac& to the finish- usua" the same pace as the start! +s chidren become better
at finding their wa" in nature- their sef*confidence grows- and their abiities e)pand!
1! ;a" out the course and ma&e the map! (ind a suitabe pace for the route! +#oid road crossings-
poisonous pants- thorns- high grass- and other potentia haGards! Since the String %ourse is on" a few
hundred meters ong- design the route with most of it within sight of the start and finish! +s the route is
designed- identif" the ocation of the contros .bouders- trees- buidings- path unctions- fences- etc!/ n
the map incude route- contro ocations- a egend- and paces to punch or affi) a stic&er for each contro!
$a&e copies of the map- one for each student! .See sampe map beow!/
http://steonline.org/circles/appendices/orienteering.html#Anchor-Lesso-59618http://steonline.org/circles/appendices/orienteering.html#Anchor-Lesso-596188/11/2019 20140401_orienteering Cittadella Alessandria - Pro Natura Alessandria
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2! n the da" of the String %ourse e#ent- a" out the string and the contros! Tie the string to
something so that it doesnDt bow awa"- such as a"ing it on the ground with roc&s or wrapping it around
trees!
3! ang the contro mar&ers ow! :ace the stic&ers in a bag for protection!
! Spend some time e)paining the map- course- and rues to the students!
5! Now et the students start! .The whoe cass coud compete the first String %ourse- wa&ing the
course and e)paining as the cass goes aong! Then ater ha#e the indi#idua students foow the course!/
ariation:;ea#e the ocations of the contros off the map! The students must then mar& where the" are
on the map as the" reach each contro!
-.ac) to to%/
Activity 2:ow to
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ime:15 minutes pus o#ernight
aterials:needes- cor&- tape- refrigerator magnets- sma containers .STE rienteering ,it/
1! Tape one end of the neede to the magnet and ea#e o#ernight!
2! Test the magnetiGed neede b" tr"ing to pic& up another neede!
3! :ierce the magnetiGed neede through a sma piece of cor& so that the cor& is baanced rough" in
the midde of the neede!
! (oat the cor& in a container of water!5! $o#e the container around the room or ta&e it outside! The neede shoud continue to foat in the
same direction! What direction is that= .magnetic north/
-.ac) to to%/
Activity 4:ow to Hse the %ompass to Tra#e
ra"es: 2F8
ime:5 minutes
aterials:compass for each student or each 2*person team .STE rienteering ,it/
1! :ractice with the students tra#eing in the north direction b" finding where north is on the compass
housing! Turn the compass housing so that north on the housing ines up with the arge direction-of-
travel arrow!2! a#e the students hod the compass fat in their hands etting the red part of the compass neede
turn to north!
3! a#e the students turn themse#es- their hands and entire compass unti the compass neede is
aigned with north!
! Wa& off in the north direction! a#e the students notice what is in the north directionB a buiding- a
tree- a path- the pa"ground- etc!
5! Now ha#e the students practice other directionsB south- east- west- northwest- northeast-
southwest- southeast- whie noticing what is in the en#ironment in those directions!
Specia Note to
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! raw a map with an CK where the treasure is buried! The map has se#era pathwa"s on it! The
students are as&ed which pathwa" woud be best to ta&e and in which direction the path seems to
head! %ompasses are used to point in the direction that the" wish to go! nce the students ha#e the
direction- the" shoud aim at some obect or point in the distance and go there so the" are not staring
down on the compass!
5! +s the students hi&e- the" are as&ed se#era times to stop and use their compasses to find which
wa" the" are headed and to point to where the" are on their maps!
! Students arri#e at the second treasure! + third treasure map is now handed out to the students! The
teacher decides how man" treasure hunts the students wi compete for the da"!
Specia NoteB This course with different maps and #ariations shoud be competed se#era times- so the
students become #er" comfortabe with the compass safe" and accurate"! + #ariation coud be a different
ocationB par&- downtown- neighborhood- hi&e in the forest- etc!I a course with no pathsI This does ta&e
time on the teacherDs part to create maps that are specific to an area- but we worth the outcomeB
increasing student confidence and decreasing the feeing of being ost!
-.ac) to to%/
Activity 6:$ap
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2! a#e students obser#e and record what the" see in the nighttime s&" on the O(servation o!rnal
age!
3! a#e students obser#e and record for se#era da"s!
! Now record a the" saw on the O(servation o!rnal age!
5! iscuss with students changes- uni?ue obects- directions- etc!
! a#e students fi out Wat I ,a& Wor)seet- combining obects that the" saw both da" and
night!
+cti#it" 7
ime:15 minutes
aterials:compasses- om%ass I"enti$ication Wor)seets
1! ne of the best wa"s to introduce the reading of a map is to create a map of the cassroom or the
schoo grounds! onDt worr" about proportion and mperspecti#e!
2! raw a map of the cassroom on the cha&board!
3! :ace windows and doors on the wa ines!
! :ace teacher and student des&s- cupboards- buetin boards- etc!
5! 'ntroduce the compass rose b" using +cti#it" 2 in the rienteering +ppendi)!
! :ace the directions north- south- east and west on the cassroom map b" as&ing where the sun
rises and where the sun sets! The sun awa"s goes east to west! a#e students stand so the morning sun
is facing them! This is east! Then the eft hand is the north side of the bod"I the right hand is south side
of the bod"I and e#er"thing behind them is west!
4! a#e students draw a map of their bedroom! ;abe the directions- doors- windows- bed- des&- etc!
8! ;et students e)amine and discuss simpe maps from the communit"B a hi&ing map- a map of the
ma- a downtown map- etc!
-.ac) to to%/
Activity 8:$ap
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-.ac) to to%/
Activity 10:ow To
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+ route for a hi&e! (*hoose ro'te that+s not too steep. hen planning a long hie,
o' ma want to see whether water is available or whether it sho'ld be carried in. oods tint ma
indicate whether the ro'te is shaded.#
The best ocation for an airport! (Mae s're airplanes have plent of room to tae
off and land before the gro'nd rises. /o not let st'dents s'ggest b'ilding in a swamp, in the woods,
or in a b'ilt-'p area.#
+ route for a new road! (0ind a shallow grade rather than a steep one. /o not allow
them to cross too man rivers beca'se bridges are e1pensive.#
11! Hse a topographic map of Sacramento area to answer these ?uestionsB
What is the appro)imate ee#ation of the State %apito=
Woud "ou be wa&ing up hi or down hi to go from the state capito to the
Sacramento s :ress- 1995!
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'nserimento spiegaGione a cura dei progettisti deD'% 6aiei .S$S Mi#adi/ a!s! 201!2015