Lesson

Title/Focus

Date

Subject/Gra
de Level

Outdoor Education Grade 7/8

Unit

Orienteering

Time
Duratio
n
Teache
r

82 minutes
Mike Greeno

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

Specific Learning Outcomes:

Students will demonstrate skills in

researching, interpreting and
applying the information necessary
for safe route planning.

LEARNING OBJECTIVES (Students will)

Students will describe the parts of a

compass and what their purpose is
Students will apply compass
directions to objects and the location
of objects to compass directions

Students will develop the skills

necessary to interpret and apply route
information while en route, including:
- map reading skills
- compass skills
- terrain interpretation and route selection
skills
ASSESSMENTS
Students verbal feedback
Compass part worksheets
Create your own assignment - worksheet

LEARNING RESOURCES CONSULTED

Alberta Program of Studies
The ABCs of Compass and Map
https://www.youtube.com/watch?
v=9ZmYCvMTmQI

MATERIALS AND EQUIPMENT

28 compasses
Bearings and directions worksheet
Compass Parts Identifications worksheet
Whiteboard
Markers
Projector
Scrap paper
Pencils

PROCEDURE
Introduction
Attention
Grabber
Assessment of
Prior
Knowledge
Expectations
for Learning
and Behaviour
Advance
Organizer/Age
nda

Transition to
Body

How many of you have ever had to find a location by using a compass? If
so when and where? If not how many of you have ever had to use a
compass before?
What is orienteering?
- a competitive sport in which participants find their way to various
checkpoints across rough country with the aid of a map and compass,
the winner being the one with the lowest elapsed time.
Be Respectful of classmates, equipment and yourselves

Introduction to compasses
Introductions into bearings and directions
Compass parts worksheet
Bearings worksheet
Desk locators

Display parts of a base plate compass on the screen

Body

Learning

Tim
e

Tim
e

Compass Parts

Physical Education Lesson Plan

Activity #1

Assessments/
Differentiation:

Learning
Activity #2

Assessments/
Differentiation

1. Display parts of the compass on the screen that are labeled.

Describe the purpose of each part:
- Azimuth ring: gives the degree of the direction in relation to the
north vector
- Compass Base: plastic piece that holds the compass and
contains the markings of sighting line and protractor scale
- Declination Scale: This is the scale on the compass that can be
adjusted for the difference between true north (North Pole) and
magnetic north
- Orienting arrow: This arrow is used to calculate bearings in
relation to direction by lining up the red (north) arrow with it (red
fred in the shed)
- Protractor Scale: rather than bringing a separate protractor for
measuring you have one built in!
- Sighting Line (Direction of Travel Arrow): This arrow is pointing to
the direction you are currently facing
- Vial: the liquid that allows the magnetic needle to move freely
- Magnetic Needle: is attracted to Earths north pole magnet
2. Worksheet: Handout compass parts worksheet and give students
3 minutes to fill it our on their own. After 3 minutes give them the
opportunity to confer with classmates and finish their worksheets
- Go through answers as a class
- have students hand worksheets in to be marked for completion
Assessments:
- Observe for students that seem to be the helpers and the helpees
- Take in worksheets for completion
Differentiation:
- Make sure students are having the opportunity to exchange ideas but
as soon as the class starts getting off topic then have the class bring it
back
- Extra Time: Label the purpose of each part
Using a Compass: Bearings and Directions
1. Explain how to use a compass for explaining directions and
bearings:
- Location to direction: point the DOT arrow at the location and
then put red fred in the shed (magnetic needle in the orienting
arrow) direction is the intersection of the DOT arrow and the
azimuth ring.
- Direction to location: line up the azimuth ring bearing or
direction with the DOT arrow and then put red fred in the shed.
- IMPORTANT: go over directions with students before handing out
compasses (N, NE, SW, etc.)
2. Before handing out compasses to students explain that they are
to treat them with respect as they belong to the school and if
compasses are misused then they will not have the opportunity to
participate with the rest of the class.
3. After students have had a brief time to explore their compasses
put them in a scenario: Required to call in airstrikes against
enemy forces invading Lethbridge. Use items around the room
that students must give the coordinates too in order to direct a
successful airstrike.
- Have students read off coordinates with directions and the
bearings (degrees)
4. Once students have had time to get accustomed to the compass
handout the bearings and direction worksheets
- give them time to work on this by themselves and then time to
work on it with their peers
Assessments:
- Observe for students that seem to be the helpers and the helpees

Physical Education Lesson Plan

Learning
Activity #3

Assessments/
Differentiation

Extra Time
Activity
Extra Time
Activity

Assessment of
Learning:
Feedback
From
Students:
Feedback To
Students
Transition To
Next Lesson

- Take in worksheets for completion

Differentiation:
- Make sure students are having the opportunity to exchange ideas but
as soon as the class starts getting off topic then have the class bring it
back
- Extra Time: Why do you think it is important to know bearings AND
directions?
Create your own coordinates:
1. Students will create their own coordinate worksheets.
- They will have two sections a directions section and a locations
section. Each section will have five coordinates or locations.
- Students must find five things around the room (that are fairly
obvious) and write them down. Then they will write down five
coordinates to five different locations (but not writing the
locations down) around the room.
- On the back of their pages they will create the answer sheets
- Make sure that students are writing down their names at the top
2. Once students have all created their own coordinates with
answers on the back, the class will have to move around the room
with another sheet of paper and figure out students coordinate
sheets
3. Make sure the teacher is giving the students guidelines for how to
format their sheets
Assessments:
- Take in worksheets for completion
Differentiation:
- If students seem to really be grasping concepts then make the amount
of locations more, if they are struggling then minimize the locations
Video of actual orienteering:
https://www.youtube.com/watch?v=9ZmYCvMTmQI
Topographical Features
Define what they are: contour lines on a map that represent physical
features of elevation
Examples of what lines look like in visual features
Student Recognition
Worksheet
Closure

Tim
e

What are some parts of the compass and what do they do?
What are some things that you noticed when everyone did their own
coordinates?
What were some things you enjoyed about today?
What were some thing that you did not enjoy?
Why?
Overall observation of assessment and behavior

Reflections from the lesson:

Physical Education Lesson Plan