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Unit: Orienteering Lesson: How to Read a Compass Grade: 9th

Erin Vander Hoff EDR 321 04 April 16, 2014

Benchmarks/ Standards: CS# 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. K.2.OP.3 Apply knowledge of the function of equipment associated with selected outdoor pursuits in dynamic settings. B.6.PS.1 Exhibit behaviors which exemplify each of the personal/social character traits of responsibility, best effort, cooperation, and compassion in dynamic settings. Behavioral Objectives: C1. TSW identify different cardinal points during the applied activity As the Cardinal Flies. C2. TSW match vocabulary terms to the appropriate definition during the applied activity As the Cardinal Flies C1. TSW use his/her knowledge of cardinal directions and quadrants to travel between cone markers during the applied activity As the Cardinal Flies A1. TSW collaborate with a partner to correctly travel between cone markers and record terms and location during the applied activity As the Cardinal Flies Objective/Purpose: What: today are going to learn how to read a compass and the vocabulary associated with that activity. How: in pairs you will move around the space, traveling from cone to cone, recording vocabulary terms and the color related to each direction. Why: knowing how to determine the direction in which you are traveling is important, both for participating in the activity of orienteering, but also for finding your way from place to place on an everyday basis. Understanding how a compass works and how to use it is also important, especially if you find yourself in a situation where you do not have access to a GPS device, or other electronic system to determine location and direction of travel. Anticipatory Set: (5 minutes) Students stand in a staggered formation all facing in the same direction straddling a line on the gym floor; feet shoulder width apart, straddling the line. The instructor will call directions, and students must move over the line in response to the instructors commands. As the activity progresses, the commands are given at a progressively faster and faster pace while students attempt to keep up with the increased speed of commands. As students move their bodies they will be required to perform turns , turns, or 360 turns depending on the direction they are facing in at the time of the command. Commands: RIGHT students jump up and to the right so that their feet are in the same spread position, but are now on the line rather than straddling it. LEFT - students jump up and to the left so that their feet are in the same spread position, but are now on the line rather than straddling it. FRONT Students jump up turn so that they are facing in the original, starting position with their feet straddling the line.

BACK Students jump up and turn so that they are facing backward with their feet straddling the line (in the position opposite the starting position). Input: Materials and methods needed to present the lesson: A. Task Analysis: (35 minutes) a. After the warm up students come together and collect a pencil and a blank Vocabulary Sheet (see attached sheet). As a class, students will read over each term, and then the instructor will ask if anyone knows what any of the terms mean. The class will fill in the blanks of the Vocabulary Sheet as students provide definitions, or the instructor explains the meaning. b. The instructor will ask students to take 2 minutes to look over the vocabulary, making sure to remind them to pay particular attention to those terms that they were unsure of, or did not know. After the class has had 2 minutes to review, the instructor will have them turn their sheets over and will go through the list, providing the definition and students providing a choral response for the corresponding term. c. After the review, the instructor will break students into pairs. Each pair will turn in their Vocabulary Sheet, and collect 1 compass per group member (each student should have a compass). Students will stand in a staggered formation with their partners all facing the instructor, with a compass in their hands. The instructor will go over how a compass works, and how to read a compass. How a compass works: a compass is divided into quarters, north, south, east and west. It is then divided into degrees. There are 360 in a circle divided evenly between the 4 compass (cardinal) directions north, south, east and west, these are called quadrants. 1. 0-90 North to East 2. 90 - 180 East to South 3. 180-270 South to West 4. 270 - 360 West to North How to read a compass: 1. Hold the compass level so the magnetic needle turns freely. 2. Rotate the compass dial to a desired bearing (so the sighting line falls directly on a bearing such as 90 degrees which is east). 3. Hold the compass so that the back of the compass (part of the compass base opposite the direction of travel arrow) is at your belly button. 4. Keeping the back of the compass at your belly button, turn in a circle until the red end of the magnetic needle lines up with zero degrees (north) on the compass dial. 5. The direction of travel arrow now points to the bearing set on your compass. d. Once the class has practiced using and reading a compass, move each pair of students to a different cone around the space and give each student a pencil and Compass Directions worksheet. When the instructor gives the signal to begin, students will record their starting cone (each cone is numbered) and then will use their compass to travel to the next cone on the list via the compass directions. After traveling to the new location, students will straddle the cone, and then record the color of the poly spot that lies on the coordinates. Once they have found the poly spot, students will turn the poly spot over to read the definition hidden

underneath. Once they have read the definition, student will write down the vocabulary term that corresponds to the definition (for each direction students will record the color of the poly spot and the vocabulary term). The activity ends when students have traveled around all cones and arrived back at the cone from which they started the activity. e. As students are moving around the space, working through their directions, the instructor will move around the room, checking the worksheets and observing student use of the compass for any common errors. f. If any common errors are found the instructor will stop the activity and bring the class together to explain the error that is occurring and how to correct it before resuming the activity. B. Thinking Levels: Knowledge: knows the vocabulary associated with reading and using a compass Comprehension: explain how the principle of degrees is connected to the use of a compass Application: follow a set of coordinates to travel between points within the gym using a compass as a guide C. Methods and Materials: a. ways of presenting: physical and verbal demonstration of skills, short lecture, and written instructions/ terms b. materials needed: 20 medium cones multiple poly spots; variety of colors definition sheets tape 1 pencil per student 1 vocabulary sheet per student 1 Compass Directions sheet per student 1 compass per student whistle (optional) Modeling: a. While explaining how a compass works, the instruction will fill in a circle on the overhead with the cardinal directions and quadrants b. While demonstrating how to use a compass the instructor will provide a running commentary of each step involved in reading a compass and following those directions c. Instructor will provide a verbal explanation of the meaning for each vocabulary term, and students will write out the term next to the provided definition on their Vocabulary Sheet. d.While the instructor demonstrates how to use a compass, students are encouraged to perform each step along with the instructor. Checking for Understanding: a. Questions: What does the term (blank) mean? What is the first step in reading a compass? How are degrees related to reading a compass? What do you need to do in order to get a

bearing? Can anyone tell me why it is important to know in what direction the sun s ets and rises? b. Teach stop and check resume: walk around the space during the applied activity As the Cardinal Flies and check both the students use of the compass and their worksheets for any common errors. When/if common errors are found, bring the class together to correct the error and tehn have them perform the skill with the correction in place before resuming the activity make sure to go back and check that they error has been corrected during later performance during the class period. c. Provide ways for students to respond: students are filling out a terms worksheet at the beginning of the lesson, as well as during the applied activity. Students are also verbally answering questions during the lesson and lesson closure, and physically performing the skills during the applied activity. Guided Practice: a. students are working in pairs to complete/follow the list of directions on their Compass Directions worksheet b. students are working in pairs to match vocabulary terms with the correct definition during the applied activity As the Cardinal Flies c. The instructor will move around the space during the applied activity to students who are having difficulties and help to correct any confusion, misconceptions. Independent Practice: Students will use their vocabulary sheets as a study guide for a quiz at the end of the unit Lesson Closure: (5 minutes) After the class has worked though all the directions on their Compass Directions worksheet and arrived back at their staring cone, give a whistle signal and have the class come together in the center of the space. Review: Go though the vocabulary terms on the Compass Directions worksheet and provide the correct term and its meaning for the class. Who can tell me how we use degrees when reading a compass? Who can explain how they were able to find one of the points from out Compass Directions worksheet? Reiterate: have the class stand up and as a whole, demonstrate the steps for using and reading a compass. Dismissal: put your pencil in the pencil box and make sure your name is on the top of your worksheet and place them in a neat pile on the table next to the pencil box on your way to the locker room.