Natures Navigators

Developed by: Forrest Hirsh and Elie Lewis

Timeline: (~75 minutes)
10 minutes: Introduction
10 minutes: Map Lesson
15 minutes: Compass Lesson
20 minutes: Navigation Expedition
15 minutes: Assessing Understanding
5 minutes: Wrap up
Age Group: 6-8th Grade
Overview
This activity introduces 6th to 8th graders to introductory navigation literacy and practical use of
a compass. In this lesson students explore basic map literacy, compass and orienteering
practice, a navigational expedition that assesses student understanding of compass operations,
and tree species identification. On the navigation expedition students will identify four common
tree species at HJA (Douglas-fir, Pacific yew, western redcedar and western hemlock). Students
will document their discoveries on a map of the HJA Discovery trail area.
Rationale
The skill of reading a map and operating a compass is very useful in understanding the
landscape by providing spatial learners an opportunity to place themselves within the region. In
this activity, the valuable technical skills learned will aid them in their connection to nature as
well as help them to learn tree identification in a playful way. Not only will students have the
opportunity to practice using a compass by shooting bearings, students will also be able to
practice drawing a map using their new tree identification skills. Orienteering and tree
identification will encourage them to develop a deeper relationship to their environment through
increasing levels of confidence in their navigation skills, in turn, creating a sense of place and
fostering awareness.
Background
Instructors should be familiar with flora and fauna present in the HJA forest. Specifically the four
tree species used for this lesson (Douglas-fir, Pacific yew, western redcedar and western
hemlock). Instructors need to be familiar and confident using a compass and map. Compass
directions are given in degrees based on the degrees of the circle. North is 0 or 360, east is
90, south is 180, and west is 270. These angles and all other 360 on the compass dial can
be used as bearings to navigate with a compass in your chosen direction of travel. A bearing is
the angle measured clockwise from north to your destination.
To take a bearing, hold the compass flat in your hand at belly button height with the direction of
travel arrow facing away from your body. Rotate the compass dial to align your bearing (XXX)

with the direction of travel arrow. Rotate your body until the red magnetic north arrow is aligned
within the two green marks inside the compass; this is called boxing the arrow.
Tips for facilitating confused students:
Saying red in the shed helps students remember where to box the magnetic
north arrow
flip compass over to show more clearly which red line (direction of travel arrow)
the bearing degree should be aligned to
practice gluing the compass to students belly buttons, and having them spin
their bodies to find their direction of travel
Learning Outcomes
By the end of this station, participants will be able to:
1. Identify four key features of a map
2. Demonstrate the basic operations of a compass
3. Identify Douglas-fir, western redcedar, western hemlock and Pacific yew
Skills
Orienteering and Compass skills
Tree Identification
Observational awareness
Team Collaboration
Links to OELP
Strand 3 - Interconnectedness of People and the Environment
Subcategory a. Sense of place, regional, national and global relationships.
Spatial concepts - (location, direction, distance, scale and movement)
Natural features, including flora, fauna, climate, and geologic features such as
soils and watersheds
Materials Needed

Laminated map of HJ Andrews Headquarters (in bin)

1 custom instructor map with Answer Key (in bin)

4 custom laminated maps of HJA Discovery Trail area for students (in bin)

8 Compasses (in bin)

16 laminated signs with the 4 tree species information (in bin)

4 laminated signs with bearings for the trail (placed on trail before activity)
4 stakes to hold bearing signs (placed on trail before activity)

Activity Description
Step 1. Introduction: (10 minutes)
1. Gather students in a circle at the cut-out-log on the Discovery Trail.
2. Welcome students and review with them the lessons from the previous activities
and classroom pre-trip lesson.

3. Facilitator: In life we will all face obstacles and challenges, having a vision for
your goals in the future will help guide you along this journey, knowing what direction
you are going will lay the groundwork for your chosen life path. Talk to the students
about your goals and how they relate to the environment/ science/ education. After
sharing your goals, open it up to students and ask if anyone would like to share goals
they may have for the near future.
4. Briefly connect tree identification to navigating (trees as landmarks etc.) and
explain the importance of different ways of knowing (Indigenous knowledge vs. Western
Science). Modern scientists and outdoor explorers use maps and compasses to
navigate through the wilderness, this helps them with their locational awareness and
aids in their ability to make discoveries. Likewise, Native American tribes, such as the
Ute tribe in Colorado, used Trail Trees to aid in their navigation throughout vast
expanses of forest. Through using observational awareness Native Peoples could sight
certain trees and determine the direction of travel based on their species or unique
markings.
5. Today we will be learning how to operate a compass and use it to determine
which direction our objectives are located. The objectives will be different trees species
that are present in HJ Andrews and throughout forests of the PNW. To accomplish
todays lesson we will be breaking up into pairs to complete an expedition, but first we
will be walking down to the dry creek bed to learn the basic map and compass skills.
6. Go over learning objectives: (Identify 4 key features of a map, verbally identify 4
tree species in HJA, demonstrate basic operation of a compass) as well as layout for the
lesson maps, compass, expedition.
7. Set out for the dry creek bed. Have students walk silently and spend the time to
look out for interesting things along the way.
Step 2. Map Lesson (10 minutes); Location: Dry Creek Bed
1.
Four Directions Test
a.
Facilitator: Get out map of HJA Discovery Trail Area with Lookout Creek to use for Four
Directions Test.
b.
Instruct students to close their eyes and point north. Have students then point to sound
of the river. Take out map of HJ and have students locate Lookout Creek on the map and
determine the direction of the river in relation to their location, this should allow students to
determine where the cardinal directions are. Have students close their eyes again ask them to
point north, east, west and south.
c.
As you can see, it is difficult to know where you are going or what lies ahead if there is
not something to help provide guidance and direction. Now we are going to begin preparing for
the compass expedition and learning the basics of maps and compasses.
d.
Go over learning objectives: (Identify 4 key features of a map, verbally identify four key
tree species in HJA, demonstrate basic operations of a compass) as well as layout for the
lesson - Maps, Compass, Expedition.
2. Introduce Map
Questions to ask:
a.
Q: Why are maps important?

A: Help us to orient ourselves and can display data in a visual context

b.
Q: Why it is important to be able to know how to use or read one?
A: In case you ever go hiking, walking around town or even driving in a car, they help to provide
direction.
c.
Q: Can anyone name the 4 basic elements of a map? (Use HJA HQ map)
A: Title, Legend, Scale, North Arrow or Compass Rose.
d.
Q: Why are all of these four elements of a map important and essential? (Ask students
why they think that each part would be important? Constructivism)
A: Title - Provides context for map and ensures area is correct for where you are
Legend - Provides a reference for the symbols on a map
Scale - Converts the viewed distance on the map to actual distance on the earth
North Arrow - shows orientation of the map

Step 3: Compass Lesson (15 minutes)

1. Introduce the Compass
Questions to ask:
1. Q: What is a compass? Has anyone everyone used one?
A: An instrument with a magnetized pointer that shows the direction of north
1. Q: Why are they useful?
A: Used in orienteering to navigate to a destination. Used to take bearings and to align the map
with the terrain.
1. Q: What are some examples of when they are used?
A: Navigating, hiking, backpacking, wilderness survival, orienteering...Scientists use them in the
field, even here in HJA!
2. Compass Demonstration
1. Pass out compasses to each student.
2. Go over the key features of a compass: Orienting arrow, direction of travel arrow,
magnetic needle, rotating housing with degree dial. Explain each feature and what its
used for.
3. Demonstrate how to properly hold a compass and position your body.
d.
(Gonzaga.k12)
e.
Have students set compass to 360(red flagging), then instruct them to box the red
point of the arrow within the red box in the housing. This determines the proper direction of
travel and ensures that if proper technique is used then you will find your objective. The
direction of travel, or the direction that you want to travel on a map, is known as a bearing Have
students identify the correct color of the corresponding flag on tree (red). (There will be two flags
40 apart) Explain to students that even though we are doing this activity from a stationary
position, in real life as a navigator, you will be walking towards your objective.
Quick Review - name and locate key elements of a compass and 4 main elements of a map. Be
sure to remind students that All good maps have the 4 key elements, and they can be creative
in their methods, but accuracy is essential.

Step 4. Tree Navigation Expedition (20 minutes)

Overview: Each student map will have four color coded points that represent the trees at each
trail marker, only one tree will be correct, this will be provided on the instructor key (see
additional materials). Following the completion of the navigation expedition students will walk to
the fork in the Discovery trail, which will be marked by purple flagging. After students finish (or
time expires) they will convene at the flagging, from here the instructor will lead them to the tree
circle near Lookout Creek. Once at the final meeting point, students will begin the final
assessment. During this activity this students collaborate to identify the 4 tree species they
identified. Following this students will being individual assessment where they will draw a map
with the four key features, and document the four species that they learned in the expedition (all
of which are present at the final meeting point), they will draw the map in relation to themselves,
the river, the trail and the 4 tree species within the circle.
Facilitator:
1. Split students into pairs. Hand out 1 student map to each pair. And a set of
species cards.
2. Explain that the expedition will be to find 4 specific tree species off of the trail
from 4 separate trail markers. Each group will be at their own station 1 through 4, and
they will rotate to the next station once they have completed the task (rotation is on
student maps and the back of the instructor map).
3. Once they get the bearing from the trail marker flag at their respective station, set
the dial on the compass to the given bearing. (Make sure students are standing directly
behind the trail marker flag for accuracy.)
4. Using their new skills, students will then box the needle to determine which of
the 4 trees at their station is the correct one.
5. Once they determine the correct flagged tree from their bearing, they will circle
the corresponding color on their map. Then students will have determine (from a
distance) which one of the four species they think their tree is.
6. Students must document 3 characteristics about the tree on their maps in the
provided space. Students will have the species cards to refer to for characteristics.
(Douglas-fir, Pacific Yew, Western Red Cedar, Western Hemlock).
7. Once students have completed this they will rotate to the next station.
8. Tell students that they are about to head down the trail to begin the expedition.
Each group should follow the directions on their map.
9. Remind students to stay on the trail, as we dont want to disturb any ongoing
research.
10. Be sure to tell students to STOP at the purple flagging at the fork in the trail if
they finish the expedition early. Facilitator should check in on all students and see who
has finished the lesson. Tell students that when they hear the crow call, no matter where
they are at in the expedition, they must come down and meet at fork in trail.
1.
2.
3.
4.

Station 1: 101, Douglas-fir (red)

Station 2: 346, western hemlock (yellow)
Station 3: 240, Pacific yew (red)
Station 4: 289, western redcedar (blue/white stripes)

Step 5. Assessing Understanding: (20 minutes)

1. Lead students down to the tree circle meeting spot by Lookout Creek. Ask
students what trees and characteristics each group observed at each station, then ask if
anyone noticed anything about the tree species are present here in our circle? (all 4
species are present). Have the students collaborate by using their observations and the
pictures of the different species off of the map to identify the 4 trees within the circle.
Once they have correctly identified the trees ask students if their guesses were correct in
the original lesson.
2. Map Journaling:
1. Discuss with the students how scientists use navigation in their lives to
accomplish tasks.
2. Researchers here at H.J. Andrews use maps and compasses in their everyday
work to navigate the forest and know their location so they can make accurate
observations and return to the same spot to conduct further research.
3. Have each student create a map of the immediate area around them (50ft
radius). They will have to draw/label the trail leading to the end point, where they are, the
tree circle (including the labeling of the four key species) and Lookout Creek.
4. How can you use navigation to aid you in discovering your goals, what course of
action in your life could you take to navigate to achieve your aspirations? How do
navigation in the wilderness and navigation in the city relate to each other?
5. Provide students with 5 minutes of journal time to reflect and write down future
goals that they have in relation to navigation and their new skill of navigation. While
journaling, keep in mind how your future goals could be linked to being environmentally
conscious and responsible, also, while navigating through high school, what courses
could you focus on to attain your goals?

Step 6. Wrap Up (5 minutes)

Summarize learning objectives and review importance of maps and orienteering for scientists
and others who need to navigate. Have students name 4 essential elements of a map, and the
parts of a compass. What did you all learn at this station?
Additional Reading/Resources/Citations listed at end of curriculum package.