• Positioning self in desired direction.

• Concentration
• Identification of surroundings
• Relating info on map to terrain
• Comparing
• Matching
• Locating self and North in relation to map

• Self reliance

• Running over varied terrain

• Problem solving, working out route plans.
• Sequence decision making
• Identifying catching features

• Increase in confidence
• Increase in motivation through successful decision making
• Cultivating respect for the environment

• Interpretation of ground features and their relation to map
• Recognition of symbols
• Classifying and analyzing land patterns

• Increased confidence in feature identification

• Double pacing: Counting every right (left) foot
• Students can use the traffic light concept when running through varied terrain.
  • Green: All out run (handrail)
  • Amber: Slowing down (varied terrain)
  • Red: Slow into control (attack point)

• Calculating distances covered

• Gives confidence in running through blocks of forest

• Running through varied terrain
• Following a selected bearing

• Concentration
• Navigation
• Measuring distances

• Self challenges
• Independence
• Confidence in taking and following a compass bearing

• Communication
• Co-operation
• Teamwork
• Sharing of roles and tasks
• Leadership experiences

Capture the Flag:

Appropriate for introducing concept of running to a fixed position (the flag) and returning with a symbol (the flag) to the starting area (team home base). Divide the class into two groups. The goal of the game is to hide your flag from the other team and prevent them from getting it to their home base. Home base can be a hula-hoop hoop or any designated area. To keep the other team from capturing your flag you may tag them when they have the flag, if tagged the person must go into your jail. The captured person may only be freed if one of their teammates tags them in the jail.

Progressions: Walking on a small course, jogging on a larger course, running on a big course.

Card Relay:

- Students get in groups of four and number themselves one to four.
- using a deck of cards each student is assigned a suite based on their number.
- Stations are set up around the gym with versions of the same task at each station, students select the task they think they can complete and do this task the number of times the card they choose dictates.
- Cards are laid out in the centre of the gym face down, with stations at the far corners of the gym.
Inclusion

Simon Says:

- Play a game of Simon says.
- Teacher says a colour and students move at that rate until the teacher says the next colour.
-Students will move with a specific movement pattern (animal walk, skipping, leaping, hopping, side stepping, backwards, etc.) and at a specific pace.
Command

British Bull Dogs:

Using half a soccer field or basketball court depending on weather conditions, have the class line up on one end line. There will be 2-3 bulldogs in the middle in which the class must attempt to avoid and make it to the other end line. If tagged that student will be converted to a bulldog. Variations: beanbags (knee, head), one or two hands, below waist, etc.

Knee Tag:

Students are in partners facing each other. Partners are trying to tap each others knee to gain as many points as possible. Student can make it harder, by only using one hand. Important to remind students to stay low, have knees bent and stay on the balls of their feet for quick movement and changes of direction. Have students switch partners to make the activity more exciting or have one student be on defense and one on offense and then switch .

Orienteering “Hang Man”

Students will have the opportunity to choose an orienteering term and lead the class through a game of hang man. The student guessing the correct term will be the next one to lead the class. If the class is stumped by the term, which term will go on a list and everyone is responsible for learning it for next class. We will use the head, arms, legs, feet and hands as our drawing of the figure. Once all the parts of the hang man have been drawn the game is over.

Chain Tag:

This is an activity to be performed on the school fields (or in the gym for the putting lesson). One student is chosen to be ‘it’. When a student is tagged, he/she links up with the tagger to become the chain. The chain tries to tag other people, and as they are tagged the chain grows longer and longer. Keep playing until all the students are part of the chain. This activity is an endurance based game designed to provide the students with an endurance based element to the lesson. It is useful in loosening up the joints of the students and preparing them for any walking that they will do on the golf course.

Brain Teasers:

With map of the gym, partners must reach areas (controls) designated by the teacher. (Points on the wall, on the floor, controls placed in different areas). Hide brain teasers at specific spots and mark the spots. Tape them in place and have students run around and see how many they can find, they get a pencil and paper. The top mark goes to the team with the most correct answers. Explain if there are obstacles or constraints, e.g. can only walk on lines, lines of certain colours, mats, benches, etc. these act as a certain type of impassible barrier.

Four Corners:

The object of the game is for the students who have lined up, to accumulate as many points as possible by running from their start line, across the game quadrant and to the line opposite them. A point is awarded if this occurs without the student being tagged. The tagger, also accumulate points for the number of people they are able to tag. For each 2 people tagged, the tagger will receive one point. If a student is tagged by one of the pinnied students, he or she must go to the station that matches the colour of the Tagger’s pinnie. At the station, the student performs one of the posted sets of exercises and then returns to the running game of tag. Students also receive a point for completing an exercise station.

“Your Turn to Shine”:

Have the first person in each line turn around and face the rest of the people in their line. This person is the first leader. Ask the leader to perform an exercise that will be good for developing cardiovascular endurance (i.e. Jumping jacks, ski jumps, jog in place, no rope jump rope) when the music plays. After allowing the students to exercise for 30 seconds blow the whistle and have the next person in line move up to the leader position. The previous leader then moves to the back and everyone else moves one space towards the front of the line. The next leader should immediately begin performing another exercise that is good for cardiovascular endurance. Let everyone have a chance to be leader and then change the type of exercise. Next round have the students perform an activity that helps build flexibility. On the third round have them perform an exercise that develops muscle strength.

Giants and Dwarfs:

One of the groups is the giant; the rest are the dwarfs. The giant stands in a large circle facing away from a line drawn about 15m from the circle. The dwarfs start from this line and advance slowly towards the giant. On the call of 'Go', the dwarfs turn and run back to the line, the giant chases them and tries to tag as many as possible. The dwarfs tagged become giants and help chase the next time.

Jump the Stump:

The first player runs with the stump (plastic) to touch the front marker and returns running down the side of the team holding the stump low to the ground. The stump is held in such a way that has the team jumping in sequence. The player with the stump then runs around the rear marker and back to hand the stump to the player at the front of the team. The first player then goes to the end of the line. The whole thing is repeated until everyone has had a turn. Variation – Team jumps the side twice down and back.

1. Pacing: One of the basic skills that the orienteer should develop early is how to keep track of distance traveled while walking and running. This is done on a 100-meter pace course.
2. Thumbing: This technique is very simple, but the map has to be folded small to use it. The orienteer finds his location on the map and places his thumb directly next to it. He moves from point to point on the ground without moving his thumb from his initial location. To find the new location, the only thing that he has to do is look at the map and use his thumb as a point of reference for his last location. This technique prevents the orienteer from looking all over the map for his location.
3. Handrails: This technique enables the orienteer to move rapidly on the ground by using existing linear features (such as trails, fences, roads, and streams) that are plotted along his route. They can also be used as limits or boundaries between control points.
4. Attack Points: These are permanent known landmarks that are easily identified on the ground. They can be used as points of reference to find control points located in the woods. Some examples of attack points are stream junctions, bridges, and road intersections.

Quiz 1

1) Navigation through rough terrain using only a map and a compass. A sport of
navigation, not necessarily navigation on the run.

A. Control Card
B. Control
C. Orienteering
D. Clue Sheet
E. Control Code

2) A card that you carry with you to punch at each control.

A. Control
B. Control Code
C. Clue Sheet
D. Orienteering
E. Control Card

3) A nylon marker hung at each feature on the course. It has three
sides, divided diagonally between white and red (or orange) halves. A punch
for marking your card is attached.

A. Control
B. Control Card
C. Control Code
D. Clue Sheet
E. Orienteering

4) A card with a brief explanation of each control to be visited,
with code numbers coinciding with the numbers on the control markers.
On beginner and intermediate courses, the descriptions are in words; for
advanced courses they use an international set of symbols.

A. Orienteering
B. Control Code
C. Clue Sheet
D. Control Card
E. Control

5) Letters or numbers that uniquely identify each control on a
course. It appears on the clue sheet and the control.

A. Control Code
B. Clue Sheet
C. Orienteering
D. Control Card
E. Control

Quiz 2

1) A brown line on the map that is at constant altitude. When you
cross such a line on the map, you are going up or down hill

2) The amount of up-hill climbing (ignoring downhill travel) that must be
done to complete a course.

3) A control setting in which the orienteer is likely to use the same
route leaving a control as approaching it. A flaw in course
design because it may give an approaching orienteer an unfair advantage if,
by chance, he/she meets someone leaving the control.

4) A double step

5) The part of an orienteering course between two controls, or between the
start and the first control, or the last control and the finish.

6) A long feature shown on the map running crosswise to one's direction of travel and which will guide the runner toward the attack point.

7) Counting the number of double-steps you take to estimate the distance you travel.

8) The size of the map compared to the area which it represents.

9) An easily identifiable feature in the landscape not shown on the map, and is used by the orienteer to follow a bearing.

10) A brown dashed line on the map which indicates a visible ridge or
mound which is not high enough to be shown with the map's contour lines.

11) A _____ course is to travel in a straight line across the map.

12) Orienteering maps show magnetic _____.

13) An easy-to-find landscape feature shown on the map from which the final approach to a control may be made.

14) A long feature shown on the map running more or less parallel to one's direction of travel.

Map Colour Quiz

1) Used in USGS maps for important roads and for the public land survey system (the land grid).

A. Black
B. Green
C. Red
D. Blue
E. Purple
F. Brown

2) Used for man-made (cultural) features such as roads and buildings, trails, railroads, and boundaries.

A. Purple
B. Green
C. Blue
D. Brown
E. Black
F. Red

3) Used in USGS maps for features added from aerial photographs during map revisions. The changes are not field checked.

A. Brown
B. Purple
C. Blue
D. Black
E. Red
F. Green

4) Used for elevation (hypsographic) features shown by contour lines.

A. Green
B. Black
C. Red
D. Brown
E. Blue
F. Purple

5) Used for water (hydrographic) features such as lakes and rivers.

A. Blue
B. Red
C. Black
D. Brown
E. Green
F. Purple

. 6) Used for vegetation, such as woodland cover, scrub, orchards, and vineyards

A. Purple
B. Green
C. Black
D. Brown
E. Blue
F. Red

Map Features Quiz

1) A free standing rock, large enough to be distinguished from its
surroundings. It is mapped as a black dot.

2) A point of land projecting out into the lower terrain below. Standing at the
tip of one of these, the land drops in front of you and on both sides, but
is relatively flat behind you.

3) A small valley. If you are standing at the bottom facing into one of these,
the land slopes up in front of you and on both sides, and slopes
down behind you. Sometimes difficult to see in wooded areas. It appears as a
loop or hump in the contour lines.

4) A small hill. It should only designate features one contour or less
in height, but the term is sometimes casually used to describe larger
features. Depending on its size, it is shown on the map as a contour line or
a brown dot.

5) A vertical or nearly vertical feature. Shown on the map by a black
bar with teeth -- it looks like a comb.

6) The remains of a man-made structure, often little more than a stone foundation. Usually are made of stone or concrete.

7) An area shown on the map in dark green which is very difficult to get
through. Bramble patches and forest areas with low branches or closely
spaced trees are examples.

8) The root base of a fallen tree. Because most woods have many
fallen trees, only very large ones generally are mapped.

9) A term for an unimproved road.

Contour Lines Quiz

1) When the contour lines form a U-shape they denote a ridge or spur, with the bottom of the U pointing _____.

2) When the contour lines of a hill are close together at first, then get farther apart, the hill is _____. The hill will be hard to climb at first, but then it becomes easy.

3) When the contour lines of a hill are far apart at first, then come close together, the hill is _____. The hill will be easy to climb at first, but then it gets steep.

4) When successive contour lines are far apart and evenly spaced, this is a (gentle/steep) slope or hill.

5) This feature is shown by successive contour lines drawn very close together.

6) When a contour line crosses a river or stream, they take on a (U/V)-shape.

7) When a contour line crosses a stream it will take on a V-shape with the point of the V pointing _____.

8) When successive contour lines are close together, this is a (gentle/steep) slope or hill.

9) When contour lines are close together, the slope of the hill is (gentle/steep).

10) When contour lines are far apart, the slope of the hill is (gentle/steep).

11) A ridge or spur is denoted on a map by the contour lines becoming (U/V)-shaped.

12) A feature shown on a map by the contour lines becoming V-shaped. The V points uphill.

Answer Key

Quiz 1.

1. C
2. B
3. A
4. C
5. A

Quiz 2.

1. B 10. F
2. H 11. C
3. G 12. D
4. E 13. L
5. I 14. J
6. J
7. M
8. A
9. K

Colour Quiz

1. C Red
2. E Black
3. B Purple
4. D Brown
5. A Blue
6. B Green

Map Features Quiz

1. Boulder
2. Spur
3. Re-entrant
4. Knoll
5. Cliff
6. Ruin
7. Fight
8. Rootstock
9. Track

Contour Lines Quiz

1. Downhill 10. Gentle
2. Convex 11. U
3. Concave 12. Valley
4. Gentle
5. Cliff
6. V
7. Uphill
8. Steep
9. Steep

GRADE: 10

LESSON# 1

EQUIPMENT: Pencils, blank paper

GRADE: 10

LESSON# 2

EQUIPMENT: Pencils, paper, outdoor shoes and clothing etc.

• review previous class, map symbols and vocab.

• Introduce what a control is and what it is used for in the sport.

• Orientation of the map to the N.E.S.W.

• Find where you are on the map in relation to the school.

• Map walk- place 10 controls out in school yard

• Return from the walk and draw out the corresponding orienteering symbols that go with the type of feature you found at the controls.

“Theory”

-C.A.R.

-Traffic light

-Pacing

-Route check

C.A.R.
-control
-attack point
-route

Route Check
3 D’s
-distance covered
-direction traveled
-details of terrain

2) Pacing/ Traffic light basics

3) Group Assignment
-route designing
-choose route /speed/direction

4) C.A.R.

5) Route check

“Testing
Day”

“Compassing/
Thumbing”

Compassing
-how to carry it
-how to read it
-how to use with map/ align with meridians

Safety Bearing
-how to locate/ follow
-importance/ relevance

3) Warm-Up-British
Bull Dogs

4) Pairs Activity
-Students work in pairs to create course, making “task cards” to trade with another group, who will then perform on other pair’s course.
Ex. –start at basketball center
-take 30 paces N
-take 20 paces W
etc. until reach final destination
5) Remind students about next class
-appropriate footwear/ clothing

“Mt. Tolmie
Field Trip”

Mark out Controls
-done ahead of time

Monitor Performance

Give Feedback

2) Get equipment

3) Mark out controls

4) Organize travel

5) Warm-Up-“Your Turn to Shine”

6) Monitor/Feedback

7) Take attendance

8) Announce quiz/ time trial next class

“Pace Counting/ Time Trial”

2) Administer quiz

3) Demo Pace counting

4) Warm-Up-Jump the Stump

5) Class Pace counting

6) Administer Time Trial

-Elevation changes

Identify
-spurs
-depressions
-ridges
-slopes
-re-entrants
-ridges

2) Intro contour maps

3) Mental warm-up-Brain Teasers/ Hangman

4) Activity 1
-identification game

5) Activity 2
-jigsaw contour game

“Course Design”

2) Organize class into 5 groups

3) Class activity
-each group designs course with intent of using if for class activity

4) Warm-up-Giants and Dwarfs

5) Choose course to use for activity
-number of courses used will depend on class time

6 Collect maps

“Culminating Activity/ Assessment”

2) Transport students

3) Organize students at site

4) Warm-up-Chain Tag

5) Monitor activity

6) Assess performance

7) Hand out students self-evaluation forms

8) Transport back to school