HARTLEY OUTDOOR EDUCATION CENTER Orienteering – Map and Compass Class

Original February 1975 Fifth Revision: May 27, 2009 (JKE)

Revised on 4/9/2021 1

ORIENTEERING

INTRODUCTION

A. CONCEPT: Orienteering is the sport of traveling cross-country using a compass, a map, and your thinking skills. There are various types of orienteering courses to challenge the novice, to the experienced orienteer. Orienteering is often called the “thinking sport” because it involves map reading and decision-making in addition to a great workout.

This unit is designed to take the student with little or no knowledge of a compass, and give them the basic knowledge and skills to allow them to pursue orienteering as a life-long activity. Also, students will be using their math studies (i.e. the study of angles, as well as division in computing the number of steps to take in walk a given distance) in a practical activity.

Orienteering is a sport for everyone, regardless of age or experience. The competitive athlete can experience the exhilaration of running through the woods at top speed, while the non- competitive orienteer can enjoy the forest at a more leisurely pace. Most events provide courses for all levels–from beginner to advanced–and the sport has been adapted for small children and people in wheelchairs. If you love maps, exploring and the great outdoors, you really need to try orienteering. You'll be hooked for life! Besides the enjoyment factor, orienteering skills may play an important factor in a survival situation; and the experiences may even lead to an interest in engineering or navigational studies for a future career or hobby. Modern Technology has changed the way we look at finding out where we are, and how to get travel to our destination. The GPS, Global Positioning System, is now becoming widely used by sportsman, nature photographers, and others whom enjoy the out-of-doors. The GPS receiver, a hand held unit, is able to give you your location, within 100 feet; as well as point the directions to known (recorded) locations. Hartley staff will introduce the GPS, and will use the system to travel to and from the Compass Course.

B. SEASONAL IMPLICATIONS: A year around class.

C. OBJECTIVES: The student will be able to: 1. Use a liquid filled compass properly. 2. Complete a compass course utilizing compass and written directions. 3. Read and use a topographic map.

Revised on 4/9/2021 2 Michigan Grade Level Content Expectations (GLCEs) – SCIENCE

http://www.michigan.gov/documents/mde/Complete_Science_GLCE_12-12-07_218314_7.pdf

Third Grade S.IP.03.14 Manipulate simple tools that aid observation and data collection (for example: hand lens, balance, ruler, meter stick, measuring cup, thermometer, spring scale, stop watch/timer). S.IP.03.15 Make accurate measurements with appropriate units (centimeters, meters, Celsius, grams, seconds, minutes) for the measurement tool. S.IA.03.14 Develop research strategies and skills for information gathering and problem solving. S.RS.03.16 Identify technology used in everyday life. S.RS.03.17 Identify current problems that may be solved through the use of technology.

Fifth Grade S.IP.05.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens) appropriate to scientific investigations. S.RS.05.12 Describe limitations in personal and scientific knowledge. S.RS.05.16 Design solutions to problems using technology. P.FM.05.21 Distinguish between contact forces and non-contact forces. P.FM.05.22 Demonstrate contact and non-contact forces to change the motion of an object.

Sixth Grade S.IP.06.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens, thermometer, models, sieves, microscopes) appropriate to scientific investigations. S.RS.06.12 Describe limitations in personal and scientific knowledge. S.RS.06.16 Design solutions to problems using technology. E.SE.06.61 Describe the Earth as a magnet and compare the magnetic properties of the Earth to that of a natural or manufactured magnet. E.SE.06.62 Explain how a compass works using the magnetic field of the Earth, and how a compass is used for navigation on land and sea.

D. MATERIALS: Hartley has all the equipment for this unit. Following is a listing of the equipment Hartley has: 1. Silva Liquid Filled Compasses 2. Topographic Maps of the Hartley Area 3. Trail Map of Hartley 4. Direction Cards for the Compass Course – with distances to be traveled in either feet for the more advanced students, or number of steps for the younger students. 5. Magellan 12-channel GPS Navigators (4). For supervised use with students.

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GENERAL INFORMATION FOR TEACHERS & STUDENTS

A. VOCABULARY:

• Bearing - The direction of travel measured in degrees from North (between 0 and 360). • Cardinal Directions - The major headings: North, South, East, West, and the in- between points: Northeast, Northwest, Southeast, and Southwest. • Compass - An instrument used to find Magnetic North. • Degrees of a Compass – An angular reading from 0 to 360 degrees, which divides the compass into equal units. • Direction of Travel Arrow - The arrow for you to follow, it is found on the base plate of the compass. It points the direction (known as the bearing) you are to travel. • Magnetic North - Direction to the Magnetic North Pole, the direction a compass needle points to. • North Arrow - The red (colored) end of the magnetic needle in a compass that point to the magnetic North Pole • Orienteering - The sport of cross-country travel using map and compass. • Topographic Map - A map showing the contour (changes in elevation) of the land, as well as man made features. • True North - Direction to The North Pole. • Legend – The part of a map that contains the important information (name, scale, symbols, etc.) needed to interpret the map. • Scale - The means for showing the ratio for the distance on the ground that is represented by the distance on the map. • Contour Line - A line on a topographic map (usually brown), which indicates altitude for every point on that line (distance above sea level). A number notes the altitude on the line. The "interval" of height between lines is stated on the map. Knowing the contour, you know where the hills are. • Step - The distance traveled when placing one foot in front of the other in a "Normal" manner. This is used to estimate distances traveled. • Pace – the distance traveled when only counting one foot, it is equal to two steps. • GPS – Ground Positioning System. Satellites and a hand held receiver system that gives you your location, to within 100 feet.

B. DISCUSSION:

Orienteering is a fast growing scholastic sport in Europe, Canada, and the USA.

The rational behind the growth in this sport may have to do with the wide range of subject areas that are related to orienteering, i.e., Arithmetic, Geometry, Geography, Reading and Language Arts, Science, Survival, Art and Physical Education.

Revised on 4/9/2021 4 Hartley has one main activity used during the residential program. This is a compass game. It is explained in the activity section beginning on page 8 (A-5).

The orienteering techniques taught in this class are the basics. Thus, the students will need continued practice of these orienteering skills before they will be able to compete in an orienteering activity somewhere else. These orienteering techniques are very important to anyone who does any hiking or other means of travel through "uncharted" lands. One's survival may depend upon knowing these techniques.

It is hoped that you, the classroom teacher, will introduce the use of the compass to your students before their arrival at Hartley. This will allow for more field time. However, a review of the compass will be given to the students at Hartley prior to the field exercise.

Note: It is the experience of the Hartley staff, that the students that appreciate this class the most, are the ones that have had an introduction to the compass before their adventure into orienteering here at Hartley. A short lesson on the compass back in the school setting does make a big difference to the students during their field experience.

In explaining the compass to students there are just three (3) main points to remember:

1. The North Arrow is a magnetic needle. Being a magnet, it seeks metal (Iron) objects that are nearby, as well as the Magnetic North Pole. As this arrow points North, stress to the students this is not the arrow to follow.

2. The Orienting Arrow is on the base plate inside the compass housing. This arrow needs to be lined up with (underneath) the North arrow. When the Orienting Arrow and the North arrow are aligned to the Magnetic North Pole, the housing containing the degree dial around the rim is oriented.

3. The Direction-of-Travel Arrow is used to show the bearing direction (the direction you want to go). This all works when you hold the compass flat in your hand, with the direction-of-travel arrow pointing the same direction as your nose and toes.

When the Direction-of-Travel Arrow is lined up with the bearing on the degree dial, and the Orienting Arrow and North Arrow are lined up, you should be facing the proper direction.

Basic map reading skills can also be taught in the classroom. The Legend and symbols (symbols for topographic map in appendix) area of the map is the place to begin, as this varies with the maps used. The students should be able to locate North on the map (North is almost always to the top of the map) and the scale used in preparing the map. Being able to use the map and compass together will be done during the residential program.

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C. CLASSROOM ACTIVITIES AT SCHOOL

1. Learn the parts of the compass. If compasses are available, use them. Stress the three (3) arrows - (North, Orienting, and Direction-of-Travel) and the proper technique for holding the compass:

Hold the compass in one hand. Make sure the direction-of-travel arrow is pointed away from you. Set the bearing by turning the compass housing until the proper degree is lined up with the direction-of-travel arrow. To line up the North arrow and the Orienting arrow, you must adjust your position by turning your whole body. Remember the direction-of-travel arrow must be lined up with your nose and toes.

If you are heading in the direction of 145 degrees, and there is a tree straight ahead, use the tree as a guide. If you walk when you are looking at the compass, you may not be walking the direction you planed on. Practice is the best way to improve your skills as you learn about Orienteering.

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2. Become familiar with maps. Any type of map will be adequate for a start, but topographic maps are best for orienteering.

Begin with the legend. Learn the symbols and what they mean. Have the students practice finding symbols on the maps. Be able to locate the direction North on the map: there should be a North arrow on the map and it should be pointing to the top of the map. Find the scale for the map. Practice finding distances on the map by using a ruler or piece of paper and the scale.

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III. OUTLINE OF ACTIVITY AT HARTLEY:

Note: This activity outline contains a general description of the experience the students will receive if a Hartley Staff member teaches the course. There are several options you might chose from if you are to teach this course, or you may add additional information and experiences that you may posses.

A. PREP 1. Begin with a simple pretest, which will be supplied at Hartley, OR review the compass, its use, and basic map skills. This allows the Hartley staff to adjust the class to the students and their level of preparation on the use of compass and map skills.

2. Explain briefly that the students will be working on a compass course. There are several types of courses. Here at Hartley, we use the same course activity with all students. With the older students, we give them their distances in feet, and the student needs to figure out how to travel that distance without a tape measure. For younger students, we have modified the requirements of knowing their “step” by telling them how many steps to take. Hopefully by this time of the program you, the classroom teacher, have selected the course the students will be involved in. For either course, the students will be using the compass to find the direction to travel, and will be keeping track of estimated distances traveled. This we call stepping.

3. A step is the distance traveled when placing one foot in front of the other in a "normal" manner. To determine each students it step" we use a known distance – 50 ft. inside or 100 ft. outside, and have the students walk this distance counting the number of steps taken. Ex. 50 steps in 100 ft. yields a 2 ft. step or 20 steps in 50 ft. yields a 2.5 ft. step

4. By determining the length of each students step, the students are able to (a) estimate the distance they travel by counting their steps and multiplying by the length of their step (ex. 47 steps at 2 ft. per step – approximate distance traveled 94 ft.) or (b) estimate the number of steps one must take to travel a known distance (ex. To go 125 ft. with a 2.5 ft. step yields 50 steps. The students then take 50 steps and have traveled approximately 125 ft.).

5. Describe the compass course the students will be taking part in:

Line Compass Course: (Boy Scout Competitive Compass Game)

The course is all ready for you class. It consists of a 100 ft. line with stakes every 100 ft. These are numbered consecutively from 0 to 20, with number 0 on the marker farthest west.

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Before starting the game, have the students check their step by walking from stake 20 to stake 0. Then have the students select a stake and stand in front of the stake (facing North). Have the students set their compass for 450, and then walk 25 feet (not 25 steps). The line of students should move in the same direction, and move the same distance. It is easy to tell who went the wrong way, or who took 25 steps, because they are not in line with every- one else.

Then each student, or pair of students if you wish to work them in pairs, is given a card with 3 sets of Directions that look like this:

Starting Point No. 2

Go 17 Degrees for 104 feet

Then 50 Degrees for 52 feet

Then 171 Degrees for 55 feet

Starting Point No. 3

Go 38 Degrees for 124 feet

Then 238 Degrees for 92 feet

Then 188 Degrees for 52 feet

Starting Point No. 4

Go 36 Degrees for 124 feet

Then 174 Degrees for 52 feet

Then 230 Degrees for 76 feet

What this course does: It starts the student at a known point, states the 3 directions, and 3 distances, and brings them back to a known point.

The destination is one of the numbered stakes. Upon returning to the row of stakes, the student(s) check the number of the nearest numbered stake, and report to the instructor.

There is an answer card telling the correct destinations. These compass courses are accurate to within 12 inches.

Following is a simple drawing of the above example course.

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You can keep track of how well the students do by assigning 100 points if the student returned to the correct stake and subtract 5 points for each stake the student missed by. Ex. If the student was to return to stake 5 and stopped at stake 8 the student missed by 3 stakes. For each stake missed, the student lost 5 points, or a total of 15 points off giving the student 85 points. From years of experience on this course – a score of 85 or better is excellent.

If the student(s) complete a card (3 courses), the student may take another card. If the 4th course score is better than one of the first 3, give the student the better score.

Maximum Score is 300.

B. OUTDOOR ACTIVITY: Upon leaving the building, the Naturalist staff will turn on the GPS unit. The compass course will be set as the destination. The students will take turns leading the group to the course, following the GPS’s directions.

Take the students to the starting point for the particular compass course they will be involved in. Answer any last minute questions. Stress safety as the students are working with the compass, and remind them to do the best they can.

C. SUMMARY:

The last part of the class can be used in several ways.

1. Discuss problems the students had in using the compass outside. Draw attention to the limitations a compass has and the amount of error in using the compass and in stepping off distances. OR

2. Learn to use the topographic map and compass together.

When using the map and compass together, you use only two arrows: The Orienting arrow (and parallel lines within the compass housing are lined up with North-South lines on the map), and the direction-of-travel arrow (which is parallel to the edge of the base plate). By placing the edge of the base plate on the line you wish to follow, and turning the compass housing so the orienting arrow is on a North-South line, you can read the bearing directly at the Bearing Index (Read Bearing Here).

This skill can be used to chart out a compass course on the topographic map. By using the map scale, you can add distance to your compass course as well.

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Web Sites http://www.us.orienteering.org/ The Official Web Site of the US Orienteering Federation. This site has a good education area, and a Links page. http://www.MichiganO.org/ Southern Michigan Orienteering Club. This site has information on Orienteering activities that may be closer to us here in Saginaw. The SMOC’s address is Ann Arbor, MI. There is an education area to check out more about the “how to” of the sport. http://wilderness-ocamp.4t.com/ Wilderness Orienteering Camps has been teaching orienteering and mapping skills since 1980. Address is 167 Monroe Ave. Belle Mead, NJ 08502

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