Orienteering Lesson Plans for High School and Middle School

Unit objective: When finished with this program, the student should be able to demonstrate 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 high school ROTC instructor who is looking to train a competitive orienteering team. The unit can be adapted for other grade levels, teachers and coaches. It is fairly important to stick to the prescribed order of the lessons and field trips as each is a prerequisite for the lessons and field trips that follow. The unit moves rather rapidly from topic to topic, so it may be necessary to repeat some lessons if the teacher finds the students need the reinforcement prior to moving on to the next lesson plan. It is important to use IOF-standard orienteering maps. These can be obtained from orienteering clubs. Please be careful to respect map copyrights and be sure to get land manager permissions if practicing or training other than during organized orienteering club events. Whenever possible, use courses designed by trained orienteers in order to be assured of the accuracy of the course level to the subject matter.

Sessions: 14 classroom/schoolyard, 3 field trips

Instructional reference: “CM” references are to the U.S. Orienteering Federation’s (USOF) “Coaching Orienteering” manual. “p.” indicates page number in text, “ex.” indicates suggested classroom and field exercises in Appendix A of the manual. Note that many of the manual’s field exercises can be adapted to classroom.

Evaluation: At the end of the unit, the student should be able to successfully complete an Orange level (Intermediate) course at a USOF-affiliated club’s orienteering event.

Lesson #1 – Introduction to Orienteering and the Orienteering Map

Lesson objectives:

· Define the sport of Orienteering.

· Explain the benefits of learning orienteering.

· Recognize Orienteering’s military beginnings.

· Identify the parts of and symbols on an orienteering map.

Instructional aids:

· Various types of topo maps (USGS, military, etc.), if available

· IOF standard orienteering maps (1 per student)

· Visual aids to illustrate contours and contour intervals, if available

· Chalkboard, chalk

· Index cards with map legend symbols & words as described in CM ex.1

Instruction: Definition of Orienteering

· Orienteering is a challenging outdoor activity using a detailed topographic map and a compass to navigate through the terrain and find a series of terrain or man-made features indicated on the map. Orienteering is a competitive sport that originated as a military exercise in Scandinavia in the early 1900’s.

· Orienteering is a motivating recreational activity, which increases love of the outdoors and promotes environmental awareness. It fits into academic goals of curriculum, develops critical thinking skills and increases physical fitness. All ability levels can compete in local, regional and national events.

Instruction: Orienteering History

The teacher should go over the following with the intention of giving students a historical perspective of the development of Orienteering from military beginnings.

· 1886 – The term “orienteering” was being used by the military to mean crossing unknown territory with the aid of a map and compass.

· 1897 – The world’s first public orienteering competition held in Norway.

· 1919 – Major Ernst Killander of Sweden devised a cross-country competition where runners not only ran a course but had to choose their own routes using a map and compass. He is considered the “Father of Orienteering”

· 1941-1943 – Orienteering events were held at Dartmouth College, organized by Finnish army officer Piltti Heiskanen.

· 1946 – Bjorn Kjellstrom of Sweden, the co-inventor of the protractor type, liquid-damped magnetic compass, moved to the U.S. and organized many competitions, the first of his events was held at Dunes State Park in Indiana.

· 1961 – The International Orienteering Federation was formed.

· Spring 1966 – U.S. Military Academy at West Point began intramural score orienteering in pairs.

· Summer 1967 – The U.S. Marine Corps Physical Fitness Academy at Quantico, Virginia, began orienteering activities under assistant director Jim “Yoggi” Hardin.

· 1966 – The first World Orienteering Championships were held in Finland.

· November 1967 – Harald Wibye of Norway organized an orienteering event at Valley Forge, Pennsylvania.

· October 1970 – The first U.S. Orienteering Championships was held at Southern Illinois University.

· August 1971 – The U.S. Orienteering Federation was formed in Virginia.

· Marines won the first six U.S. men’s orienteering titles. In the early and mid-1980’s, five-time U.S. elite champion Peter Gagarin of Massachusetts founded and coached the U.S. Team which has represented the United States at every World orienteering championship event since 1974. Among the women, not one has achieved the success of Sharon Crawford of Massachusetts, who was the top U.S. woman at seven straight World Championships and in 1989 at the age of 45 won her eleventh individual U.S. Orienteering Championship.

· 1988 – Orienteering was accepted as a U.S. Olympic Committee Class C sport, later known as an affiliated sport.

· Currently, there are approximately 60 orienteering clubs in the U.S.

Instruction: The Orienteering Map

Hand out orienteering maps to students. Explain how a topographic map shows the shape of the terrain and detailed features that are not commonly found on other maps. If possible, have different types of topo maps (USGS, military, etc.) for comparison.

· Scale – Have students find the 1:??,000 scale on the orienteering map. Explain that scale shows the size relationship of map to earth. Point out the bar scale and that it is used in conjunction with the compass’ ruler to measure distance to be traveled.(CM p.50)

· Contour interval – Have students find the contour interval on the orienteering map. Explain that the contour interval is the elevation change between contour lines. If students are not familiar with contour lines, explain how elevation lines show the steepness and shape of the terrain. Visual models or drawings are helpful to illustrate the concepts or illustrate on the chalkboard. (CM p.50)

· Legend – Point out how the orienteering map legend shows which symbols are used on the map. Have student find several features on the map and identify them using the map legend. (CM p.49)

· Magnetic north lines – Point out the parallel lines with small arrows pointing toward magnetic North on the map. These lines are spaced on the map every 500 meters on a 1:15,000 map.

· Colors – Note and explain the colors on the orienteering map: (CM p.49)

o Blue – water features

o Black – rock features and man-made features

o White – normal, open woods

o Green – thick vegetation, shades & patterns denote type

o Yellow – non-wooded land, shades & patterns denote type

o Brown – natural non-rock features and contour lines

Exercise: CM ex.1 – Map Symbol Relay

Assessment: The student should be able to write a brief description of Orienteering and identify 10 map symbols, the scale, control interval and the magnetic north lines on the map.

Lesson #2 – Map Interpretation

Lesson objectives:

· Demonstrate how to interpret map symbols to identify terrain features.

· Identify types of map features.

Instructional aids:

· IOF standard orienteering maps (1 per student)

· Blank paper and pencils for school yard map making

· Legend of school yard map symbols (1 per student)

· Completed school yard map, large scale or via projection

· Large sheets of paper or poster board and markers, if doing CM ex.57

Instruction: Map Interpretation

· What’s on and not on the map – Explain that each map maker has his own criteria of what is significant enough to add to the orienteering map. For example, a small boulder or ditch many not be mapped, while a larger one would be mapped. The “busier” the terrain, the less often smaller features are on the map. New changes, such as fresh rootstocks and new trails, may not be on the map. Water features (lakes, seasonal streams) may change size or disappear entirely at some times of the year.

· Feature identification—Types of features on an O map:

o Point features – distinct and usually small features, such as boulders, rootstocks and pits.

o Linear features – followable, long features such as trails, fences and streams.

o Contour features—features defined on the map by contour lines such as reentrants, spurs and gullies.

Exercise – Make your own Map O

The teacher takes the students outside to the school yard and gives each student a blank sheet of paper, pencil and a legend of map symbols for the features to be found in the school yard. Instruct the students to each draw a simple map of the area, visualizing scale and using the map symbols provided. They should get as much detail on the map as possible in about 15-20 minutes. Afterward, the students should self-evaluate their maps in the classroom based on a display of the teacher’s map.

After they correct their maps, you might want to go back outside with the group and have them walk around the school yard, pointing out features on the map and as they appear in the terrain. It takes a while to get the idea that the map shows pretty accurately what’s on the ground.

Rainy day option – Mapping a Classroom (CM ex.57)

Assessment: The student’s self-made map should show an understanding of the scale and relative locations of the features depicted.

Lesson #3 – Map Reading Skills

Lesson objectives:

· Define rough and precision map reading skills.

· Explain how map reading skills are used to navigate.

Instructional aids:

· IOF standard orienteering maps (1 per student) with a Yellow course

Instruction: Map Reading Skills

· Rough map Reading (Map simplification) – Navigating by larger features while filtering out small map details you don’t need to navigate the current leg segment. Requires map reading in advance of current location and memorizing upcoming details, but allows the Orienteer to move quickly through the terrain. The major pitfall is losing contact with your location on the map. (CM p.58)

· Precision map reading (Map to terrain identification) – Navigation using small map details, usually in the vicinity of the control site or when relocating after an error. Requires moving more slowly and extra concentration. (CM p.58)

Exercise: Talkin’ an O Course

This exercise is done in the classroom and requires that the teacher knows precision map reading. If the teacher cannot do this, he should ask an orienteer from the local club to go through this exercise with his students.

Each student should have a copy of the same orienteering map with the same Yellow course on it. The teacher describes navigating through the course for the students using precision map reading (map to terrain identification), describing how the map depicts the terrain details and explaining how to visualize what would be seen on the ground from observing map details. The teacher should describe how to follow the course strictly via map to terrain identification, checking off terrain features that would be seen along the way and pointing out how they are used to keep on course. This exercise should be done without the aid of compass.

Assessment: The student should be able to identify at least one feature per course leg when map simplification (rough map reading) could have been used to increase speed.

Lesson #4 – The Orienteering Event

Lesson objectives:

· Describe purpose of a field trip to an orienteering event.

· Plan dress and equipment needed for an orienteering event.

· Learn orienteering event and safety procedures.

· Describe concept of “Fair Play.”

Instructional aids:

· Picture of “Well-Dressed Orienteer”

Teacher objective: Preparing to attend a local orienteering club event

Map reading skills are the base upon which all other orienteering skills and techniques build. It is therefore strongly recommend that students have the opportunity to practice map reading skills on appropriate level courses on a good quality orienteering map.

Local orienteering clubs are the best places to find good quality orienteering courses. Most clubs have websites with their schedules and directions to events. Clubs can be located through the U.S. Orienteering Federation website www.us.orienteering.org

Before attending an orienteering event, the teacher should familiarize the students with what to expect at an orienteering event so that their attention is directed more toward practicing map reading and they are not distracted by unfamiliar procedures.

Instruction: Event procedures for orienteering club events

· Orienteering gear – Each student should be responsible for dressing appropriately and bringing his own wristwatch.

· Choosing a course – Students will learn more if they are on the appropriate course for their ability level. Beginners should start on the White course or Yellow course, depending on their previous training. Moving up a level (course color) is recommended only once the student demonstrates he can consistently complete his current level course at less than 15 minutes per km. Alternatively for a less fit student: Moving up a level (course color) is recommended only once the student demonstrates he can consistently complete his current level course successfully, without making any major errors.

· Registration – Each person must register, sign a waiver, and pay a fee. Most local events have day-of-event registration, but regional and national events require pre-registration. Check websites or call for details. Some clubs ask school groups to call ahead so they can be prepared with enough maps. Students under age 18 must have a parent, guardian or teacher co-sign their waiver. Students may go out individually or in pairs, but each should have a map.

· Beginner instruction – If students have not orienteered before, it’s best to allow a club coach to give them beginner instruction, even if they’ve received in-school instruction. These instructors have special training and gear that day’s instruction to the conditions and courses at the event.

· Control descriptions (Clues) – These are provided either at registration, copied from a master, or are printed on the maps. Ask!

· Master maps – Many local events have the competitors copy their courses onto “clean” maps instead of providing pre-printed courses on the maps. If so, instruct students to be very careful to copy the triangle, circles, numbers, and lines, exactly as they appear on the master map. Most clubs also provide map cases to protect the maps. Encourage their use.

· Control Markers – A 3-sided white and orange flag, on or next to the control feature, with attached control code and punching mechanism, for verifying the feature was visited.

· Punch cards (or Ecards) – Once a control marker is found, punch in the correct square on your punch card. This will prove you found the control marker. Any missing punches constitutes a result of DNF (did not finish). If Electronic punching is used on your course, your punch card will be an Ecard (finger stick) that you can rent from the organizers. (CM ex.38)

Instruction: Safety

Emphasize to the students that orienteering event organizers have safety procedures and rules they must respect. Commonly they are:

· All persons must be accounted for by going through both the Start and the Finish, whether or not they are competitive, or if they’ve completed the course or not.

· Absolute time limit on the courses is 3 hours unless otherwise instructed. Please be sure each student has a watch and respects the time limit.

· If carrying a safety whistle, it may only be blown if you are injured and cannot return without assistance. Blowing the whistle if lost is considered cheating.

· Cell phones and other communications devices may be carried only for safety reasons, not for navigational communication.

· If you go out in a pair or group, you must remain with the others until all in the pair or group cross the Finish line.

Instruction: Concepts of “Fair Play”

Emphasize to students that no matter how advantageous it is to them and their friends to violate “Fair Play” concepts, it is not allowed and will be considered cheating.

· No following or navigational cooperation with other competitors.

· No helping other competitors unless they are lost, then give only the minimum assistance required to relocate their current position.

· No shouting around controls or bothering other competitors.

· Unless the event is a “Score” format, controls must be visited in numerical order.

· Do not move, hide or alter control markers, except to re-hang if it has fallen.

Assessment: At the orienteering event, the student should be able to do the following:

· Complete his registration for correctly.

· Accurately copy his course from a master map, if needed.

· Identify 70% of safety guidelines and fair play concepts.

Field Trip #1 -- Attend a Local Orienteering Club Event

Field trip focus: Map reading practice

Field trip objectives:

· Demonstrate the ability to do both rough and precision map reading.

· Demonstrate how map reading skills are used to navigate.

Teacher objective: Orienteering with a local orienteering club

· Orienteering club events are open to all and organizers welcome school groups. However, please notify the event director ahead of time of the approximate number of students you will be bringing and if you are coming by bus. He may need to provide you with special instructions and can answer questions.

· Emphasize to the students that they are there to practice map to terrain identification only. It’s important that they master map-to-terrain identification before they move on to using a compass, speed and any other more advanced skills and techniques.

· The appropriate first course for most students taking this program of instruction will be the Yellow course. If any students are having a lot of map reading difficulty, they should start on the easier White course. Students will learn more if they do the courses individually, although the teacher has the option of pairing up if so desired.

Procedures for teachers bringing students to a local club event

· Please be sure you have the appropriate parental permissions and can sign event liability waivers on behalf of underage students or have parent-signed waivers.

· If you pair up students going out on an orienteering course, please be sure the both students in the pair are of like map reading and navigational skill and that they understand they are to remain together at all times while on the course. We strongly recommend that each student in the pair has his own map.

· Teachers should NEVER instruct the students to remain on the course until they have located all control sites. Students should rather be instructed that it is absolutely mandatory they return within the event director’s time limit.

· If at any time you are concerned about an overdue student, please take your concerns to the event director. NEVER send a party of students out to look for another student without event director’s permission.

· Please be sure you have accounted for all your students and that all students have checked into the Finish before you leave the event site.

Assessment: The student should complete the course within the time limit.

Lesson #5 – Using a Compass

Lesson objectives:

· Identify the parts of a compass.

· Demonstrate how to use a compass in conjunction with an orienteering map.

· Identify where on a course to use map orientation, precision compass and rough compass.

Instructional aids:

· Baseplate compasses with liquid-filled housing (1 per student)

· Orienteering maps with Yellow or Orange courses (1 per student)

· School yard map drawn to scale with magnetic North lines, if available

Instruction: Parts of a compass

· Magnetic needle – The red side always points north.

· Housing – The liquid-filled housing, which may includes a 360-degrees bezel, turns in order to line up north on the compass with the magnetic declination lines on the map.

· Base plate – The base plate acts as a protractor in order to line up the compass with the desired route on the map. It usually includes a direction of travel arrow and measurement ruler.

Instruction: When and how to use a compass

Compasses can be used in several ways to assist with navigation. For orienteering, you will need a liquid-filled compass with a baseplate-mounted housing containing the magnetic needle. Lensatic compasses are not appropriate for orienteering.

· Magnetic north – Point out the magnetic north lines on the orienteering map. Explain the difference between True North and Magnetic North. Point out that orienteering maps are drawn to magnetic north, but many other maps, such as USGS topos, are drawn to true north with the magnetic declination indicated separately. (CM p.50)

· Map orientation – Maps should always be read oriented to the terrain in order to minimize directional errors. A compass’ magnetic needle points north. Instruct the students to turn the map until north on the map matches north on the compass. Map orientation should occur when leaving the start, when leaving each control site, and when making a change of direction. (CM p.51)

· Exercise: If a schoolyard map is available, CM ex.62 – Map Orientation.

Assessment: The student should be able to reorient the map to north whenever he makes a change of direction.

· Precision compass – Using the compass to follow a precise compass bearing, also called “shooting an azimuth.” Always use precision compass in conjunction with precision map reading to avoid compass drift over distance. Normally, precision compass is used for no more than 150 meters. (CM p.54).

· Exercise: Setting the compass for a precision bearing.

o Place either long side edge of the compass baseplate on the intended line of travel on the map with the direction of travel arrow pointing in the direction you intend to travel on the map.

o Rotate the compass housing until the magnetic north orienting lines painted inside the compass housing are parallel to the magnetic north lines on the map AND the orienting arrow on the compass housing is pointing toward north on the map (N on bezel points to north on map).

o Measure 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 your hand with your hand parallel to the ground and with the thumb along the side of the baseplate and the direction of travel arrow pointing the same direction as your nose.

o Rotate your entire body until the red end of the magnetic needle comes to rest inside the north magnetic orienting arrow on the compass housing.

o Follow the direction of travel arrow on the compass while keeping track of where you are on the map.

Assessment: The student should be able to accurately set a compass to the desired azimuth.

· Rough compass – Using the compass to follow a general direction, such as ENE or SSW. The compass is used to orient the map, then to determine and follow a general direction. Rough compass is used to travel longer distances quickly. While on rough compass, the orienteer should maintain contact with the map via rough map reading in order to avoid parallel errors.(CM p.55)

· Exercise: Setting the compass for a rough/general direction.

o Fold and hold your map so that your general direction of travel on the map is the same direction as your nose.

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

o Place your compass on the map with one side edge roughly on, but to the side of, your planned line of travel with the direction of travel arrow pointing in the direction you intend to travel.

o Rotate your body to orient the map using the magnetic needle on the compass.

o Note your general direction of travel on the map (ENE, SSW, SE, etc.)

o Holding the compass and the map in the same hand, follow your general direction of travel while periodically glancing at the compass to re-orient your map to north.

o Use rough map reading to keep track of where you are on the map as you move quickly through the terrain.

Assessment: The student should be able to determine and set a rough/general compass direction for a leg on a course using the map.

· Map vs. compass – Emphasize the compass as a tool to use with the map, not the primary navigational tool. Novices tend to rely too much on the compass and do not do enough map reading.

Exercise – Endangered Azimuth O

Explain that precision compass (shooting azimuths) should only be used when necessary as it wastes competition time and detracts from the higher skill of map reading. Students will remember this if you tell them, “Azimuths are an endangered species because Boy Scouts shoot too many of them!” On their orienteering maps, have the students identify where on the course they will need to use a compass. They should use the following compass-use key, writing the appropriate letters on the map at the location where they will use each method:

· “O” where you need to orient your map

· “R” where you need rough compass

· “P” where you need precision compass (shoot an endangered azimuth)

Assessment: The student should demonstrate the following with at least 70% accuracy during the Endangered Azimuth exercise:

· Map orientation “O” at the following map locations:

o Start triangle

o Each control circle

o Each change of direction

· Rough compass “R” at the following map locations:

o When following a linear terrain feature

o When following a long contour feature (ridge, spur, major reentrant)

· Precision compass “P” at the following map locations:

o When course requires precision map reading, but for no longer than 150 meters without resetting the compass between identifiable mapped features.

o When crossing an area with little or no features by which to navigate.

Lesson #6 –Measurement Part 1 – Pace Counting

Lesson objectives:

· Demonstrate using a bar scale to measure distance on a map.

· Define pace counting.

· Derive your individual pace counts and demonstrate how they are used to measure distance.

Instructional aids:

· Baseplate compasses with liquid-filled housing (1 per student)

· Masking tape and pens

· Orienteering maps with Yellow or Orange courses (1 per student)

Instruction: Measurement is very important!

“Those who do not measure everything will measure their lost time in minutes.  Those who measure everything correctly and apply the information properly will measure their lost time in seconds.”

Instruction: Precision measurement – Just as there are precision and rough skills in map reading and compass use; there are similar skills in measuring distances. Precision measurement involves taking exact map measurements and counting your paces.

· Putting the scale on your compass – In order to use the correct measurement scale for the map, have students place a piece of masking tape over the short front edge of their compass baseplate. Carefully copy the bar scale on the map onto the masking tape, marking “100”, “200” etc. under the appropriate tick marks. This enables quick yet accurate measurements of distance while under competitive pressure. The students should check and change, if necessary, this marked scale each map use.(CM p.52)

· Exercise – Using the orienteering map, have students measure legs using the bar scale they’ve copied onto the masking tape on the compass.

· Pace counting (Pacing) - Counting actual steps. Some orienteers count every other step and call it a pace; some count every third step, etc. The major factor is consistency and accuracy. Explain that whenever precision compass is used, pacing is mandatory. (CM p.52)

Exercise – Pacing the Sidelines

A football field, plus one end zone, is approximately 100 meters. Referencing CM p.52-53, take the students to the football field and have them do CM ex.16 – Pacing 100 meters, learning their walking, jogging and running paces.

Assessment: The student should be able to accurately recall his own pace count for each speed.

Follow-up: Encourage students to practice pacing while doing training running to make it a habit and readily available during competitions.

Lesson #7 – Measurement Part 2 – Distance Estimation

Lesson objectives:

· Acquire the ability estimate distances on the ground.

· Acquire the ability to estimate distances on a map.

Instructional aids:

· Baseplate compasses (1 per student)

· Orienteering map used in Lesson #5 for Endangered Azimuth O (1 per student)

Instruction: Measurement and distance estimation is very important!

“Those who do not measure everything will measure their lost time in minutes.  Those who measure everything correctly and apply the information properly will measure their lost time in seconds.”

Instruction: Precision vs. rough measurement

Precision measurement and pace counting is not accurate over distances. It also is time consuming and moving quickly is essential for competition. A quick form of measurement is distance estimation. When on rough compass, speed can be increased by learning to estimate distances on the map. Feature identification is more accurate when distance to the feature can be visually estimated.

Acquiring the ability to estimate distances accurately is done through practice. The teacher will need to take the students outside and give them the opportunity to practice estimating distances on the ground. Estimating distances on a map is acquired by visualizing the map bar scale onto the distance to be measured on the map.

Exercise: CM ex.18 – Distance Estimations – in school yard

Exercise – Far and Away O

Have students take the map they used for Endangered Azimuth O and write beside each letter an estimate of how far they would travel on each “P” (Precision compass) leg and each “R” (Rough compass) leg. Have students make or check the masking tape bar scale on the compass against the bar scale on the map for accuracy. Then have them measure the same routes with the masking tape bar scale on their compasses and write the actual distance beside their estimates. Note the difference between estimates and measured distances.

Assessment: The student should be able to:

· Estimate visually a distance on the ground of up to 100 meters with 90% accuracy.

· Estimate a distance on a map with 90% accuracy.

· Measure a mapped distance by pace counting to it with 90% accuracy.

Field Trip #2 – Attend a Local Orienteering Club Event

Field trip focus: Map Reading along with compass use

Field trip objectives:

· Demonstrate precision map reading and with precision compass use along with measurement and pacing.