NEVER EAT SHREDDED WHEAT?
A Pre-visit Activity to Orienteering programs
Overview
This series of introductory compass activities is
designed to provide students with the vocabulary and
hands-on experience needed to use a compass
effectively. It serves as a great way to prepare
students for participation in a variety of field centre
programs that involve orienteering.
You will need...
Grades: 5-8
Length: Part 1 - 30 min. , Part 2 - 40 min.
Materials: Never Eat Shredded Wheat
worksheets, pencils, compasses, position
markers
Teacher Background
Are you familiar with the mnemonic "never eat shredded wheat"? It
reminds us of the four cardinal points and their orientation. Compasses
are great tools to help us navigate. To use one effectively, familiarize
yourself with the different parts (see page 4 - Teacher's Master). Here are
some pointers: To take a bearing, hold the baseplate level in the palm of
your hand with your nose, toes, and the "direction of travel" arrow pointing
in the direction you want to determine. Turn the dial until "red is in the
shed" (i.e. the red compass needle is aligned with the "orienting arrow").
Read the bearing on the dial where the dial meets the direction of travel
arrow: some compasses are marked, "read bearing here".
You can also use a compass to follow a specific direction. With the
baseplate level in your hand and the direction of travel arrow pointing
away from your body, dial in the direction you want to travel by aligning
the point on the dial with the direction of travel arrow. Then simply spin
your body until "red is in the shed". Now you are ready to travel in your
chosen direction. Knowing compass basics leads nicely into the sport of
orienteering!
Fast Facts
Before compasses, people
relied on celestial bodies
like the sun and stars to
help them navigate.
The magnetized red
compass needle always
points to magnetic north.
Compass accuracy can be
affected by nearby metal
objects such as belt
buckles, cell phones or
cameras.
© 2011 Toronto and Region Conservation. Permission to use this page is granted for classroom use only.
V 062211
Activity
1. Begin by distributing a worksheet (page 5) and
compass to each student; review the four cardinal
points with them. Ask if students know any tricks
for remembering the cardinal points and their
orientation, such as various mnemonics.
Describe the different compass parts and instruct
the class to label their diagrams accordingly (use
an overhead/visual will help students follow).
2. Demonstrate to the class how to use a
compass to take a bearing. Without telling them
the direction, have the class stand and face due
east. Prompt them through using the compasses
to determine the direction. Practice several times
with students facing other directions, each time
reporting their new bearing.
3. Demonstrate how to use a compass to follow a
direction. Instruct the class to turn the compass
dial until the "direction of travel" arrow lines up
with west (270 degrees). Students should then
spin or rotate on the spot until "red is in the shed".
Now everyone is ready to travel west! Practice
with other directions until you're confident that
students have mastered the skill.
4. Prepare the class to go outside by reviewing
appropriate clothing, safety issues and behaviour
expectations. Students should take their
compasses with them. Depending upon how
much time is available, you may prefer to run the
outdoor portion on a different day.
5. "Walking in Squares" - Ask students to stand in
an open area. It is best if there is fresh snow or
sand so that students leave footprints. If not, have
students leave markers such as balls or pylons at
each point where they stop. Give students a
series of directions and distances to travel that
will ultimately create a shape as they walk. For
example, if you call out "15 paces east, 15 paces
south, 15 paces west, then 15 paces north", the
class will have walked in the shape of a square.
You can make it more challenging during a
second round by creating shapes with angles,
such as triangles or stars (refer to page 3). This
teaches students to accurately follow bearings,
rather than simply following the four cardinal
points.
6. "Simon Says" - Ask students to stand in a line
so that you are able to see everyone. Review the
basic rules of Simon Says. Instead of simple
actions, students will be required to point, run,
hop, twirl and so on, in the direction given. For
example, "Simon Says run 7 paces south",
"Simon Says point NW", "Simon Says hop 5 times
SW", "Point east". Each time a student does not
follow the rules, have them sit down or stand off
to the side until a winner is determined.
7. Upon returning to the classroom, instruct
students to complete the second half of their
worksheet, which will result in a visual
representation of the shape(s) they created during
"Walking in Squares".
© 2011 Toronto and Region Conservation. Permission to use this page is granted for classroom use only.
V 062211
Activity
8. Write the directions and distances you used
outside on the chalkboard to help students
remember the activity. Students may use the
compass to approximate the angles, and the ruler
on the base plate to connect the stops. Create a
standard measure for each pace taken by
students (i.e. each pace equals 0.5 cm).
9. You may decide to either collect the students'
worksheets for assessment or instruct students to
add the worksheets to their geography or math
notebooks.
10. As an extension or conclusion to the lesson,
you may wish to briefly introduce your students to
the sport of orienteering. Ask the class if anyone
has experience with this outdoor, recreational
activity. You may wish to explain that it is a sport
which originated in Sweden, traditionally involving
a unique mix of physical and mental challenges in
the outdoors. Deliberately try to be vague as the
class will be participating in an orienteering
challenge during their visit to the field centre: it's
great to pique their interest now, but try not to
give away too much!
Curriculum Connections
Grades 5 - 8 - Geometry & Spatial Sense
Grades 5 - 8 - Active Living
Grade 7 - Patterns in Physical Geography
Resources
For more information on compass skills, see:
www.learn-orienteering.org/old/lesson1.html
www.compassdude.com
www.wilderness-backpacking.com/how-to-use-a-c
ompass.html
© 2011 Toronto and Region Conservation. Permission to use this page is granted for classroom use only.
V 062211
Learning to Use a Compass Student Worksheet
Date:
60
360 20
340
N
0
32
40
0
6 Orienting Lines or Grid Lines
W
2 60 2 8 0 3
0
5
0
1
2
0
5
Baseplate
3
22
4
Dial
120
200
3 Needle North or North Arrow
100
PART 2: Think back to the “Walking in the Squares” activity from outside. Complete the diagram(s) below
by drawing the shape(s) you created outside. Be sure to label your starting point, the bearings and the
number of paces too!
SHAPE #1: Square
N
2010 © Toronto and Region Conservation, Permission to reproduce this page is granted for classroom use only.
SHAPE #2: Triangle or Your Choice
N
6
180
160
2 Orienting Arrow
E
0
14
4
1 Direction of Travel Arrow
80
S
PART 1: Label the parts of the compass
in the diagram.
24
Name: Teacher's Master
Learning to Use a Compass Student Worksheet
Date:
60
360 20
340
N
0
32
40
0
6
W
2 60 2 8 0 3
0
5
0
5
2
0
1
3
22
4
120
200
3
100
PART 2: Think back to the “Walking in the Squares” activity from outside. Complete the diagram(s) below
by drawing the shape(s) you created outside. Be sure to label your starting point, the bearings and the
number of paces too!
SHAPE #1:
N
2010 © Toronto and Region Conservation, Permission to reproduce this page is granted for classroom use only.
SHAPE #2:
N
6
180
160
2
E
0
14
4
1
80
S
PART 1: Label the parts of the compass
in the diagram.
24
Name: