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This paper discusses the value of teaching map and compass skills in the classroom or an outdoor situation. Navigation is the most basic of all outdoor skills. A map and compass curriculum can be taught to anyone, is inexpensive, and is easily incorporated in a variety of educational situations. General teaching principles are outlined: (1) start with the basic idea of what a map is; (2) avoid too much detail about compasses with younger children; (3) use a combination of indoor and outdoor settings for teaching; (4) begin with the basics and build on them; and (5) use the utmost care when teaching about declination (the difference between magnetic north and true north). Three methods of adjusting for declination are described. Two teaching scenarios are suggested: a 2-hour course for younger children that includes map symbols, directions, compass reading, and an outdoor three-leg compass walk; and a 2-day course for secondary and college students that includes instruction in types and sources of maps, latitude and longitude, UTM (Universal Transverse Mercator) coordinate system, map symbols, contour lines, compass reading, declination, and outdoor field sessions. An annotated list of resources includes books, a video, and Internet sites. (SAS)

This orienteering manual is used to teach map and compass skills to elementary school students on an overnight outdoor experience administered by volunteers. Although the experience is aimed at elementary students, student teachers have the opportunity to participate as instructors. After a few words to the volunteers on maximizing learning among the students and a brief history of the Barton Flats School of Orienteering, the guide presents a daily schedule for the overnight event, followed by a few basic definitions concerning orienteering and parts of a compass. Instructions on using a compass and measuring distance by steps are accompanied by group activities and practice exercises. Then participants negotiate a short orienteering course. Worksheets and exercises teach how to read topographic maps, how to determine declination, the difference between map north and compass north, and how to find directions with map and compass. The event culminates in the running of three orienteering races. Includes worksheets and six resources for orienteering. (TD)

This curriculum guide presents lesson plans for outdoor and environmental education at the Cispus Learning Center, a camp in Randle, Washington. Objectives for the Cispus experience cover student learning of content, socialization as a team member, development of aesthetic awareness of nature and art, and increased physical wellness. Lesson plans include focus, group size, time and materials required, handouts, physical setting, and activities. The lesson plans are arranged in the following categories: (1) behavior and etiquette (trail safety, outdoor etiquette, litter maintenance, dining hall procedures and etiquette, and flag etiquette); (2) geology and soil (geology of the Cispus area, cave visits, rock identification, and soil pit study); (3) orienteering and trails; (4) water and wetlands (stream flow, water forces, creek study, human impact on wetlands, water investigation, and wetlands development); (5) investigation and identification of trees, plants, and flowers; (6) animals, insects, and interrelationships (birds, worm composting, cyclic relations, human impact on wildlife, aquatic insects, bats, food chain, animal specialization and adaptation, organism interdependence, story telling, and owl pellet dissection); (7) aesthetics and sensory exploration, adaptation, and experimentation; (8) creativity and imagination (journal and letter writing, campfire programs, nature poems, sketching, and handicrafts); (9) outdoor survival, edible and medicinal plants, and nutrition; and (10) conservation (population factors, soil erosion, environmental careers, pollution, and forest use). (SV)

Project AIMS (Activities to Integrate Mathematics and Science) has as its purpose the integration of subject matter in grades K-9 on the premise that such integration enriches and makes learning meaningful and holistic. In fact, extensive field testing of the curriculum materials produced by AIMS has confirmed that integration produces the following beneficial results: (1) mathematics becomes more meaningful, hence more useful; (2) science is increasingly studied and understood, with a significant economy of time; (3) there is improved quality of learning and retention; and (4) there is a dramatic increase in students' motivation and involvement. This teaching guide to geography for grades 4-9 contains 32 lessons, each with a teaching instructions page with lists of materials, objectives and procedures, and reproducible worksheets for students. Topics include: (1) "Around the Globe"; (2) "General Geography"; (3) "Grids and Scales"; (4) "Road Maps"; and (5) "Relief Maps." Also included is a checklist of social science processes, science processes and math skills; a list of children's literature which may be used to extend these lessons, a list of materials for the unit, various outline maps, and information on the AIMS project. (CW)

Explains the "set map" method of using the baseplate compass to solve walkers' navigational needs as opposed to the 1-2-3 method for taking a bearing. The map, with the compass permanently clipped to it, is rotated to the position in which its features have the same orientation as their counterparts on the ground. Includes directions and examples. (SAS)

Designed for instructors with little or no map and compass experience, the self-contained manual contains background information, lesson plans, student handouts, and references for teaching the basic skills of map and compass use to junior high and senior high school students and youth groups. An introductory section briefly discusses the importance of map and compass skills, establishes unit goals and objectives, gives a brief history of maps and compasses, and addresses the ethical concerns and responsibilities of the map and compass user. In addition, the section introduces map information, latitude, longitude, scale, map symbols, magnetic compasses, finding directions with a compass, using a map and compass together, and resectioning. The manual includes seven 50-minute or longer lesson plans which cover understanding map symbols, reading compasses and topographic maps, setting compass bearings, using a map and compass together to plan trips, locating positions on maps from compass readings, and Orienteering. Each lesson plan includes teaching method, time, purpose, instructional aids, facilities required, and an outline. The manual, illustrated with black and white maps and drawings, also contains nine additional learning activities, a glossary, a bibliography, and appendices which include an instructional unit on topographic maps, reproducible student handouts, and additional learning activities. (SB)

Course objectives, lesson plans, and student worksheets are provided in this guide for a unit introducing ninth grade students to the skills of road and topographical map reading. Designed for nonacademic students who are, in general, characterized by poor self esteem, low academic potential, and low reading ability, the unit emphasizes practical experience along with opportunities for group activity, group problem solving, and development of leadership qualities. Specific plans for each day of the six-week course give a list of necessary equipment, a statement of specific objectives for the day, a schedule of activities, and student worksheets for classroom and outdoor assignments. Problem solving activities to build small group identity and cohesiveness initiate the unit. Subsequent activities include planning road trips, planning hikes with topographical maps, and a school site direction orientation task. The unit culminates with an orienteering experience. Worksheets guide acquisition of numerous map reading skills, e.g., use of scale keys to determine distances, use of coordinates to locate cities, use of mileage tables, identification of map symbols, and direction orientation with a compass. (JH)

Book IV in a 5-book day camp manual discusses the camp program. Section I describes the organization, definition, and elements essential to successful day camp programs. Section II, which addresses the benefits and special considerations of mass programs, includes rainy day contingencies, materials to have on hand, and activity suggestions. Section III discusses the organization of specific programs such as nature, campcraft, outdoor cooking, orienteering, archery, and creative drama. Section IV describes water programs, paying special attention to staff qualifications, safety and emergency procedures, canoeing, and sailing, and includes several case studies of waterfront programs. Special events such as "out trips," hikes, overnights, overdays, parent nights, and camp skill development sessions are described in Section V. A reading list is divided into 14 sections: arts and crafts; books to read to children; camping and campcraft; cookery and wild foods; drama; Indian lore; music; orienteering; outdoor education; outdoor life; program; references; science and nature lore; and sports, games and aquatics. (SB)

The second of three units of the 4-H Outdoorsman Program introduces more advanced camping and survival techniques for 4-H members in British Columbia, Alberta, Saskatchewan, and Manitoba. Backpacking, finding food in the wild, making a fire without matches, lashing techniques, axemanship, finding your way (with and without a compass), making a resource map, records and recordkeeping are all discussed with tips, illustrations, and instructions. Achievement Day requirements for the unit's kit are outlined, as well as fun time action projects. Compass exercises and a wildlife puzzle are included. A glossary of map and compass terms, a form for project evaluation, and metric conversion tables are appended. (JMM)

The third and final unit of the 4-H Outdoorsman Program covers the most advanced and challenging campcraft skills for 4-H members in British Columbia, Alberta, Saskatchewan and Manitoba. Survival camping (including building shelters and finding food), in-depth map-reading and orienteering, game management, hiking themes and recordkeeping are all discussed at some length. Achievement Day projects and activities are outlined for the display kit for Unit III. Metric conversion tables are provided. (JMM)

The first of three units of the 4-H Outdoorsman Program is designed to teach basic campcraft skills and to promote environmental awareness for 4-H members in British Columbia, Alberta, Saskatchewan, and Manitoba. The manual contains information and instruction on; special responsibilities in the outdoors (including conservation and clean up), first aid, knives and their use, knotcraft, campfires, campouts, hiking on field trips, orienteering without a map or compass, studying the environment, records and recordkeeping. The requirements for the outdoor kit for display on Achievement Day are listed, as well as fun time action projects to be done at leisure. A project evaluation form and metric conversion tables are included. (JMM)