BY: Kelly Moore & Kathleen Lamb

A WORD TO THE EDUCATOR(S): The following complete activity involves approximately four hours of time. It is a wholistic approach to mathematics, orienteering, map use, journal writing, "art", and physical/life sciences. Due to the variety of resources used during the entire activity, many students have a difficult time in using and relating everything together at once. The activity works best if a variety of students from various grade levels are working together within a small group; this way, they each participate and teach the other members of their group. By utilizing various aspects of the activity over several days/weeks, students may have more time to absorb the variety of resources and to learn how to relate everything together during a single situation. We have attempted to have the students orient around a four-sided shape, but that was too over-whelming to most of them, and they gave up quickly. A triangular shape is easier for the students to manage, and they do not give up.

Purpose: The purpose of this lesson is to learn how to use a compass and how to use that knowledge in the field while applying orienteering and mathematical skills.

Teaching Level: This lesson would be appropriate for middle school or high school grade levels with a variety of adaptations.

Geography Standards:
#1 - How to use maps and other geographic representations, tools, and technologies to acquire, process and report information from a spatial perspective.

Objectives: At the conclusion of this lesson, students should be able to:
1. Identify and use a compass properly.
2. Perform a triangulation-orienteering exercise in the field locating two of three flags.
3. Determine the mathematical procedure necessary to calculate the height of a tree, the perimeter of the triangle traversed, and the area of the triangle traversed.

Materials Required
- Compasses
- Meter Sticks
- Mirrors (tape the backs with duct tape to prevent shattering)
- Enlarged topographic section of the area in which students are orienteering
- "Compass Crusaders" Resource Packet: Panoramic Drawings, How High is that Tree?, and Heron's Formula instruction sheets.
- Pencils
- 50 meter cord with every 2 meters marked from 1-25
- Group orienteering work-sheets indicating which triangle/trail number that they will be following
- Bags to put the various items necessary into
- Sugar-free candy - Pieces of cloth with triangle/trail numbers on them
- Each student will be given worksheets for their panoramic drawings, journal writings, and mathematical calculations

Procedure:
1. Discuss the cardinal directions (N-0o, E-90o, S-180o, W-270o) by asking the students questions.
2. Have the students determine which direction, from their current location, is N, S, E, and W; discuss physical features that are located if you walk North, South, East, or West. Try to encourage the students to focus on a 360o (panoramic) perspective of where they are.
3. Divide the students into groups of four to five. These will be their orienteering groups.
4. Play the Silva Compass Game with your students: collect the appropriate items necessary to the game.
5. Discuss what a panoramic view or drawing is; practice a panoramic drawing with the students.
6. Calculate a sample tree height problem and perimeter problem in the field as a group.
7. Review rules of the environment: no littering, attempt to be quiet, work together, and assign duties to each individual. Several of the groups may have one student who does not want to participate, but this will usually be the case; encourage everyone to participate by assigning four-five duties, so, that each student in the group will be responsible for an activity - even if it is carrying the bag. In each bag, place several pencils, a compass, a meter stick, a mirror, a group orienteering work- sheet, and several pieces of candy (energy), an enlarged topographic map, and a "Compass Crusaders" Resource Book.
8. The students will be sent out into the field with a pre-determined triangle/trail that they will follow. Students will follow the pre-determined compass heading and distance indicator until they locate a flag with their triangle/trail number on it. At that time, they will re-orient themselves to a new compass heading and distance indicator, searching for a second flag. The second flag will indicate a heading returning the students to their original site (do not tell them this, because they will return to the original site without locating their second flag). You will need to place the flags prior to the event up HIGH IN A TREE!!! The students will be using a variety of resources and, sometimes, this is difficult for them [utilizing multi-dimensional resources].

Evaluation:  As each group returns, check the students work- topographic map, mathematical calculations, journal writings, panoramic drawings and listen to their tales. If they were unable to locate their flags in the field, send them back out in the appropriate direction to locate the flag. If they were unable to perform the mathematics, assist them, but allow them to do the thinking. A majority of the students will return with tales of physical feats and wild animals, but they are excited and tired and proud.

References: Compass Game meters, Compass Game feet, Silva Camping, Inc., Boy Scouts of America, PO Box 1604, National Supply Service, Binghamton NY 13902 Chicago IL (607)779-2264

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